At The Intersection of Neuro, Colour and Queer: Talking to Students About Inclusive Education

Against the backdrop of the theoretical concept of epistemic (in)justice, this article examines the knowledge of students who are both neurodivergent and also of colour and/or belong to the queer community. Based on two interviews with students, a start is made on articulating the intersection of these aspects of a person’s identity, the knowledge that is not seen and heard in this regard, and the blind spots that the neurodiversity paradigm itself may also have. In conversation, the students speak independently about whether and how the convergence of their different identities (intersection)—including being neurodivergent—plays a role in their studies and lives.