Nothing to Bragg About: Examining the Search for Autistic Representation in History (original) (raw)
Related papers
AUTHOR’S NOTE: This review essay from 2007 critiques procedures and implications of diagnosing autism in deceased historical figures, evaluating two studies by Professor Michael Fitzgerald (2004, 2005). In the years since writing the essay, my views on some arguments voiced here have changed. While the review adopts in places a micro-critical approach, I would now emphasise the fuller importance of these two books. In celebrating autism and creativity, Fitzgerald’s work presents a vital counterpart to dominant assumptions that autistic people lack both empathy and imagination. In an era when autism continues to be associated mainly with ability in STEM subjects (Science, Technology, Engineering, Maths), Fitzgerald’s considerations of how autistic talent may also flourish in the fields of literature, art and philosophy offer much to be admired and reflected upon.
Emory University Graduate Insititute of Liberal Arts Autistic Human Rights-A Proposal
ahead.org
The field of disability studies has made great strides in its short history -gaining recognition in academic departments, empowering self-advocacy groups, and drawing attention to the importance of the physical and social environment to people with physical and cognitive difference. Many disability related theories have been inspired by feminist and African American studies scholars, and most have centered on people with physical impairments. Disability scholar Michael Bérubé (2010) explains that the field's focus on physical disability is partially caused by the fact that "you don't find a lot of people with severe cognitive disabilities holding academic positions" and that, because of fears surrounding speaking for another in this "post-something" academic era, scholars and advocates have been reluctant to discuss the issues encountered in this population. As a result, a disability related model of human rights has struggled to include all ranges of intellect and cognition.
Over and Over and Over: A Continued Call for Autistic Voices
Canadian journal of autism equity, 2021
As an Autistic student in a master's degree, I focused on the way expertise is understood. I was specifically interested in how policy decisions in education were made without Autistic involvement. I looked at the literature that was used to make these decisions and interviewed Autistic people as to their thoughts on who should be considered experts when it comes to autism. I found that policy was driven by experts who had little to no direct experience with autism or Autistics and who had no personal connections to the approaches they recommended. I argue that Autistic people must be involved in research design, execution, implementation, dissemination, and policy decisions. Résumé En tant qu'étudiant autiste en train d'effectuer une maîtrise, je me suis concentré sur notre compréhension de la notion d'expertise. Je m'intéressais plus particulièrement à la manière dont les décisions politiques en matière d'éducation étaient prises sans la participation des personnes autistes. J'ai étudié les ouvrages utilisés pour prendre ces décisions et j'ai interrogé des personnes autistes pour savoir qui, selon elles, devait être considéré comme un(e) expert(e) en matière d'autisme. J'ai découvert que les politiques étaient façonnées par des experts qui avaient peu ou pas d'expérience directe avec l'autisme et les personnes autistes, et qui n'avaient pas souvent des liens personnels avec les approches qu'ils recommandaient. Je soutiens que les personnes autistes doivent être impliquées dans la conception, l'exécution, la mise en oeuvre et la diffusion de la recherche, ainsi que dans les décisions politiques.