Forming strong cultural identities in an intersecting space of indigeneity and autism in Canada, the United States, Australia, and New Zealand

Abstract

Through its hegemonic ideologies, colonialism and its constituent underpinnings of religious and racial superiority, necessitates the erasure of the cultural identity of people outside the dominant Euro-Western culture and as non-normative groups, Indigenous Peoples and autistic people disabled per colonized paradigms, experience oppression, and subjugation harmful to self-identity and mental health. This article discusses culturally responsive interventions aimed at supporting strong cultural identity formation and safeguard Indigenous and autistic people from stigmatization, misrepresentation, and erasure of identity. Promising research uses Indigenous knowledges in education and arts programming to disrupt patterns of social injustice, exclusion, and cultural genocide while promote positive identity formation, pride, and resilience for Indigenous autistics. While Indigenous and autistic people exist globally, this article reviews literature from Canada, the United States, Australia, and New Zealand.

Experiences of whānau Māori caring for a young child on the autism spectrum

“…Interestingly, research suggests that learning multiple languages is not confusing or detrimental for autistic children (Drysdale et al, 2015). Furthermore, language is an important part of one's cultural identity (Davis et al, 2022) and the formation of a strong cultural identity appears to be a protective factor for autistic Māori (Simpson, 2021). It may be valuable for professionals to share this information with whānau so that they are able to make informed decisions.…”

“…However, there may be disparities in access to and experience of autism support services for autistic individuals from ethnic minority groups (Dallman et al, 2021; Smith et al, 2020). Current understandings of autism and approaches to supporting autistic individuals are largely based on western perspectives and research conducted with western populations (O’Dell et al, 2016; Simpson, 2021; West et al, 2016). Yet, it is likely that culture plays an important role in how autism is understood, experienced, and approached (Bernier et al, 2010; Simpson, 2021).…”

“…Current understandings of autism and approaches to supporting autistic individuals are largely based on western perspectives and research conducted with western populations (O’Dell et al, 2016; Simpson, 2021; West et al, 2016). Yet, it is likely that culture plays an important role in how autism is understood, experienced, and approached (Bernier et al, 2010; Simpson, 2021). For example, culture may impact a family’s decisions around seeking support (Freeth et al, 2014) and their specific goals and priorities (Tincani et al, 2009).…”

Forming strong cultural identities in an intersecting space of Indigeneity and autism using participatory action research and digital storytelling

“…The absence of culturally responsive services and supports for Indigenous and autistic peoples in educational and disability services spaces is correlated to negative social outcomes in holistic individual and public health and in the field of education (Graham, 2012;Sullivan, 2013;Tan, 2018). This research builds upon the author's previous research (Simpson, 2021). To address the research problem as identified in extant scholarly literature, the first question posed was:…”

“…Smith et al, 2021). Indigenous identity and autistic identity are subjugated to policing of identity through colonial systems, Indigeneity controlled by colonial legislative authority, whereas autism is classified medically as a complex neurodevelopmental disorder in the west by the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders or the World Health Organization's International Classification of Functioning, Disability and Health (Simpson, 2021). These confined definitions exemplify the same tactics of cultural dispossession that exist in western academics.…”