“Unmasking” as Revolutionary Acts of Humanization and Self-love: Centering the Counterstories of Queer & Neurodiverse Peoples

• In Event: Claiming Space: Neurodiversity, Queer Pedagogy, and Intersectional Justice

Abstract

In defiance of the current anti-DEI policy shifts, researchers must continue to seek the true reality of the classroom experience. This research project gathers data on the current experience of queer and neurodiverse students. We explore the following research questions: How prepared are teachers to support queer and/or neurodiverse students? Do teachers and staff have a basic understanding of autism, ADHD, PTSD, and other medical conditions? Are teachers and staff able to explain the difference between gender and sexuality to their students and navigate intersectional and complicated identities in a humanizing and competent manner? How can the process of unmasking help support teachers, students and parents who are or serve autistic, ADHD or neurodiverse peoples? We utilized intersectionality (Collins, 2009; 2015) as our framework and counterstorytelling (Solórzano & Yosso, 2002) as our methodology. This research can help to create learning environments that allow for neurodiverse and queer peoples to thrive.

Authors

• Dre Abeita, University of New Mexico

• Greg Scott Abernathy, Anand Cannabis Consulting Group LLC.