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

TL;DR

This paper advocates for neuroqueer literacy in physics education, emphasizing inclusive pedagogies that recognize diverse cognitive styles, and offers recommendations to transform physics classrooms into more neurodiverse-friendly environments.

Contribution

It introduces a neuroqueer literacy framework to physics education, proposing new inclusive pedagogical strategies based on neurodiversity principles.

Findings

Neurodivergent students learn physics differently than neurotypical students.

Current assessments privilege non-disabled ways of demonstrating understanding.

Recommendations for neuro-inclusive physics pedagogy are provided.

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)