Neuroqueer Literacies in a Physics Context: A Discussion on Changing the Physics Classroom Using a Neuroqueer Literacy Framework

Abstract

Neurodiversity, the paradigm shift away from a pathologization of cognitive difference and towards a celebration of cognitive diversity, in an educational context has important implications on how educators structure their classes and on how they develop inclusive and responsive pedagogies, which we discuss in this article. Being neurodivergent means having non-normative ways of thinking, sensing, and behaving. Because of this, neurodivergent people learn and perform their understanding of physics differently than neurotypical people. Kleekamp and Smilges call to our attention that when educators assess student competence, educators do so in a normative way. That is to say, educators privilege specific (non-disabled) ways of demonstrating understanding while pushing students who problem solve differently to the margins. By using a neuroqueer literacy framework from Kleekamp and Smilges and applying ideas on neurodivergent physics learning and performance from McDermott, we provide recommendations for neuro-inclusive physics pedagogy. This research is funded by the National Science Foundation (#2411711)