Hannah Gadsby on social anxiety, social exhaustion, routine, masking, autism and gender norms, being perceived as angry, getting feedback, observing patterns, competition, autistic stereotypes, processing time, autistic appreciation of comedy, diagnosis and misdiagnosis, functioning labels, toxic masculinity, thinking in terms of neurobiology instead of gender, eugenics, patriarchal devices, storytelling, comedy and trauma, neurodivergence in comedy, cruelty in comedy, fitting in, shame, failure and success, and religion.
You Made It Weird with Pete Holmes : Hannah Gadsby
What is yourself? It’s a way of being in the world that doesn’t feel exhausting.
None of those jokes about women’s bodies give any room for women to experience their own body.
“Race does not exist outside of ability and ability does not exist outside of race” (Annamma et al., 2013, p. 6). This insight is powerfully confirmed by the experiences of the Black middle-class parents and their children in our research. LD categories, such as autism and dyslexia, are mostly treated in contemporary England as a property right for the benefit of White middle-class students—a property right to which our Black interviewees’ social class profile does not grant access. Even armed with the supposedly “scientific” warrant of a formal assessment (a certification meant to credentialize and medicalize the “condition”), Black middle-class parents’ claims were rejected. Within an educational competition where particular LD dis/ability labels can become a valuable asset, therefore, this asset is denied to the Black parents and their children. Their greater social class capital is rejected, their claims denied, and their motives questioned. In contrast, however, schools seem content to mobilize certain dis/ability labels, especially negative behavioral categories, in all too familiar ways against the parents and their children—a finding that relates to a further DisCrit tenet:
- DisCrit emphasizes the social constructions of race and ability and yet recognizes the material and psychological impacts of being labeled as raced or dis/abled, which sets one outside of the western cultural norms. (p. 11)
At the particular nexus of identities and locations (England in the early 21st century, wherein Black racial identity, middle-class social status, and a range of dis/ability labels collide) the outcomes follow a pattern that privileges White supremacy and the racial status quo. Although a dis/ability label might be a useful resource (providing additional resources or supports), it is generally denied by White power holders. Yet, dis/ability labels that serve to exclude, stigmatize, and control (emotional or behavioral disabilities) are applied without regard to national guidelines or formal procedures.
Source: DisCrit—Disability Studies and Critical Race Theory in Education (Disability, Culture, and Equity Series) (p. 50). Teachers College Press. Kindle Edition.
Sarah Kurchak on a dilemma many autistic people have experienced when sharing their diagnosis:
Where I saw the first irrefutable proof of myself, though, so many others saw a referendum.
I spent twenty-seven years trying to convince people that I was normal enough to accept, or at least leave alone, and no one ever fully bought it. When I finally knew why that experiment was such an ongoing failure, though, few believed that either. I was using it as an excuse. I was exaggerating. I was faking. I was not as autistic as someone else someone knew and was, therefore, not really autistic.
These comparisons only ever go in one direction. No one has ever said to me, “Temple Grandin is a successful scientist, writer and public speaker, and you have the career of a mildly plucky freelancer half your age. You can’t possibly be autistic.” I suspect that this is because no one is genuinely trying to weigh what they know about me against a set of diagnostic criteria, or fit me into their greater understanding of autistics in the world. What people are really doing when they’re trying to determine if I’m really autistic is figuring out if I make them uncomfortable or sad enough to count. If I show any coping skills, any empathy, any likability, any fun—essentially any humanity—I complicate the narrative too much and usually end up ignored.
This separation between real autistics and people who are “just quirky,” “just awkward” or “almost too high-functioning to count” is a mental dance that non-autistics have to do whenever they’re confronted with a 3-D autistic human being in the flesh. Otherwise everything they’ve ever thought, everything they’ve ever been told about us, starts to seem a little monstrous.
Source: I Overcame My Autism and All I Got Was This Lousy Anxiety Disorder (pp. 4-5)
By her own admission being autistic does not limit you, it just requires ‘the right circumstances’ – but it can be hard to find those environments if you don’t have a diagnosis and know about your condition. In my own experience, diagnosis has not limited me, it freed me. Ableism, in its many forms, is what limits me.
Source: Given Greta Thunberg’s Bullying, Is It Any Wonder So Few Women Share That They’re Autistic? | HuffPost UK
The idea of neurodiversity suggests a much more complex system, a more deeply heterogeneous social system, than most people realize. This neurodiversity is what makes human society so dynamic and creative. The lack of it in other social species it what keeps them relatively stagnant in comparison.
My diagnosis, then, has had a significant impact on the way I think of myself and on the way I think about social issues. When you begin to realize that so many important people in the past and present were on the autism spectrum, and that autism is over-represented among creative people, you start thinking about creativity and social evolution quite differently. You also think about the importance of autism in society differently.
Source: Adult Diagnosis: Now What? – An Intense World
Some #StrawBan arguments are calls for mediating rights and accessibility by diagnosis, something familiar to disabled and neurodivergent people.
The right to learn differently should be a universal human right that’s not mediated by a diagnosis.