Foregrounding of Complexity as the Baseline

Neurodiversity and the social model for bodyminds are about the “foregrounding of complexity as the baseline.”

I foreground all of this to underscore that there is a neurological difference, or a spectrum of neurology, that must be attended to. The movement for neurodiversity is not interested in homogenizing experience. We are different and we require different accommodations. On the other hand, my interest is not in the neural per se, which I find quickly loses its usefulness in such discussions, particularly in the ways it can be taken up in the humanities and the social sciences as an explanatory category. The neurological is only one point of departure for the question of autistic perception, and of autism more broadly.

So I would say that the concept of the neuropolitical is not particularly interesting to me. I want to support the movement for neurodiversity because I find it exciting and deeply important in its foregrounding of complexity as the baseline. And I want to think about the ways in which an engagement with neurodiversity affects how we think of the political and how we effect change. The political emphasis here is less on neurology than on the question of how normative modes of being subsumed under the unspoken category of the neurotypical organize experience, and how an engagement with neurodiversity changes the questions we ask and the actions we support.

Neurotypicality is a grounding narrative of exclusion. The neurotypical is the category to which our education systems aspire. It is the category to which our ideas of the nuclear family aspire. And, it is the category on which the concept of the citizen (and by extension participation in the nation-state and the wider global economy) is based.

In the context of education, which is the one I am most knowledgeable about, the mechanisms for upholding the neurotypical standard are everywhere in force. Every classroom that penalizes students for distributed modes of attention organizes learning according to a neurotypical norm. Every classroom that sees the moving body as the distracted body is organized according to a neurotypical norm. Every classroom that teaches predominantly for one mode of perception is organizing its learning according to a norm. Every classroom that knows in advance what knowledge looks and sounds like is working to a norm.

Intelligence, understood as the performance of a certain kind of knowledge acquisition and presentation, is built on the scaffold of neurotypicality as the unspoken norm. To speak of the normative tendencies of education is not new. My concern is with what remains largely unspoken in that conversation. Having “special needs” classrooms upholds neurotypicality, for instance, as the dominant model of existence. Drugging our children because of their attention deficit is upholding a neurotypical norm. Sending our black and indigenous children to juvenile detention centers in disproportionate numbers is upholding a neurotypical norm which takes, as neurotypicality always does, whiteness as the standard.

To engage with neurodiversity is to speak up about the extraordinary silence around neurotypicality and to acknowledge that we do not question ourselves enough as regards what kinds of bodies are welcomed and supported in education, and in social life more broadly. It is still far too rare that we discuss neurotypicality as that which frames our ways of knowing, of presenting ourselves, of being bodies in the world.

Source: Histories of Violence: Neurodiversity and the Policing of the Norm – Los Angeles Review of Books

“We’re advancing inclusive design now in Tech — which means that everyone’s individual identity and/or state will compete with each others’. Working collaboratively needs to become the norm.”

Source: John Maeda’s #DesignInTech

Previously:

College Admissions Scandals, the New Aristocracy, and the Grading and Ranking of Children

Three reads to go with the college admissions scandal:

One of the hazards of life in the 9.9 percent is that our necks get stuck in the upward position. We gaze upon the 0.1 percent with a mixture of awe, envy, and eagerness to obey. As a consequence, we are missing the other big story of our time. We have left the 90 percent in the dust-and we’ve been quietly tossing down roadblocks behind us to make sure that they never catch up.

The meritocratic class has mastered the old trick of consolidating wealth and passing privilege along at the expense of other people’s children.

Source: The Birth of the New American Aristocracy – The Atlantic

These kids and their parents display a range of beliefs about race. “Racism is not a problem,” one girl tells Hagerman, adding that it “was a problem when all those slaves were around and that, like, bus thing and the water fountain.” Meanwhile, the girl’s mother nods along. Other parents in the book have educated themselves better, but often, intentionally or unintentionally, still end up giving their kids advantages that, in the abstract, they claim to oppose. (White Kids is not, as Hagerman writes at one point, “a particularly hopeful book.”)

I recently spoke to Hagerman, and that second group kept coming up in our conversation—how, despite their intentions, progressive-minded white families can perpetuate racial inequality. She also discussed ways they can avoid doing so.

Source: How to Teach White Kids About Race – The Atlantic

Harvard is but one of many US universities whose admissions policies ensure that the entering class is comprised of the ruling class.

What they are defending is a system in which wealth is passed off as merit, in which credentials are not earned but bought. Aptitude is a quality measured by how much money you can spend on its continual reassessment.

Students whose parents pay tens of thousands for SAT tutors to help their child take the test over and over compete against students who struggle to pay the fee to take the test once. Students who spend afternoons on “enrichment” activities compete against students working service jobs to pay bills – jobs which don’t “count” in the admissions process. Students who shell out for exotic volunteer trips abroad compete with students of what C Z Nnaemeka termed “the un-exotic underclass” – the poor who have “the misfortune of being insufficiently interesting”, the poor who make up most of the US today.

For upper class parents, the college admissions process has become a test of loyalty: What will you spend, what values will you compromise, for your child to be accepted? For lower class parents, admissions is a test failed at birth: An absence of wealth guised as a deficiency of merit. In the middle are the students, stranded players in a rigged game.

It does not have to be this way. Imagine a college application system in which applicants could only take standardized tests once. Imagine a system in which young people working jobs to support their families were valued as much as those who travel and “volunteer” on their parents’ dime. Imagine a system in which we valued what a person did with what he had, instead of mistaking a lack of resources for a lack of ability.

Imagine a system in which a child’s future did not rest on his parents’ past.

A higher education system that once promoted social mobility now serves to solidify class barriers. Desperate parents compromise their principles in order to spare their children rejection. But it is the system itself that must be rejected. True merit cannot be bought – and admission should not be either.

A false meritocracy breeds mediocrity.

Education is a luxury the minimum wage worker cannot afford. This message is passed on to their children.

Source: The View From Flyover Country: Dispatches from the Forgotten America

The grading and ranking of children perverts everything.

the last time marriage partners sorted themselves by educational status as much as they do now was in the 1920s.

Source: The Birth of the New American Aristocracy – The Atlantic

“That as long as we construct learning as a competition where we measure and rank individuals against one another, individuals with more power and money will find a way to game that system so they win. #MeritocracyEqualsAristocracy”

“As long as schools are grading and ranking children, they are shaming them.”

How to Web in a Post-Employment Economy

Teach children how to web and how to side-hustle in a post-employment economy. Our family is doing that by starting an online jewelry store.

Behold our nascent family business: Stimpunks

For the last few years we’ve been hearing a good many people (most of them computer programmers) say that every child should learn to code. As I write these words, I learn that Tim Cook, the CEO of Apple, has echoed that counsel. Learning to code is a nice thing, I suppose, but should be far, far down on our list of priorities for the young. Coding is a problem-solving skill, and few of the problems that beset young people today, or are likely to in the future, can be solved by writing scripts or programs for computers to execute. I suggest a less ambitious enterprise with broader applications, and I’ll begin by listing the primary elements of that enterprise. I think every young person who regularly uses a computer should learn the following:

  • how to choose a domain name
  • how to buy a domain
  • how to choose a good domain name provider
  • how to choose a good website-hosting service
  • how to find a good free text editor
  • how to transfer files to and from a server
  • how to write basic HTML, including links to CSS (Cascading Style Sheet) files
  • how to find free CSS templates
  • how to fiddle around in those templates to adjust them to your satisfaction
  • how to do basic photograph editing
  • how to cite your sources and link to the originals
  • how to use social media to share what you’ve created on your own turf rather than create within a walled factory

Source: IASC: The Hedgehog Review – Volume 20, No. 1 (Spring 2018) – Tending the Digital Commons: A Small Ethics toward the Future –