Abstract/Summary

In this article, we engage in a critical conversation with scholars of neurodiversity. We emphasize the transformative role neurodiversity has in creating a crucial space for scholarship to emerge within the academy centering autistic voices. Despite this advancement, research addressing neurodiversity has overlooked and failed to engage with important issues of geography (Global South) and intersectionality (racialized neurodivergent other in the Global North). The first issue of geography relates to the marginalization of Global Southern epistemologies in the neurodiversity scholarship. We ask, why has neurodiversity failed to acknowledge Indigenous and Southern epistemologies and consider the evolution of relatively new Northern scholarship as the epicenter of knowledge production? Second, we highlight how intersectional experiences of the racialized other within the Global North are underrepresented and excluded from the neurodiversity scholarship. Homogenization of neurodiversity as “White Neurodiversity Movement” destabilizes the social justice and emancipatory goals of the movement. In highlighting these issues, we call attention towards knowledge systems that exist within the Global South, marginalization of scholarship and voices within neurodiversity scholarship and accentuate the need for the academic community to commit to a serious scholarship rooted in the intersectional experiences of racialized neurodivergent individuals.