Intensités affectives et inadéquation autistique : survivre à la violence à l’école

Titre original en anglais : Affective intensities and autistic misfitting: on surviving violence at school

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Straus, E., Douglas, P., & Rice, C. (2025). Affective intensities and autistic misfitting: on surviving violence at school. Critical Studies in Education, 1-19. https://doi.org/10.1080/17508487.2025.2608091

Date de publication: 28/12/2025 Ajout dans AutiHub: 06/08/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Elizabeth Straus *
  2. Patty Douglas
  3. Carla Rice

Résumé

Cet article analyse les récits d’expériences scolaires de 19 personnes autistes au Canada, issus du projet Re•Storying Autism, qui vise à remettre en question les logiques déficitaires dominantes de l’autisme et à re-raconter les façons de devenir et d’appartenir dans les écoles. Dans notre analyse, nous avons été frappés par des récits omniprésents de violence incessante et déshumanisante, ainsi que par des moments occasionnels d’appartenance et de soin. À travers l’ontologie et la métaphore féministes matérialistes de l’(in)adéquation et la théorie féministe des affects, nous examinons les dimensions discursives, matérielles et affectives des expériences scolaires autistes de violence et d’appartenance afin de remettre en question les logiques déficitaires nuisibles qui y circulent et d’ouvrir des voies permettant de comprendre les affects/effets ainsi que les voies de transformation. Nous soutenons que l’inadéquation et la violence dans les écoles se matérialisent à travers des agencements produits, en partie, par une constellation d’affects – peur, haine, inconfort – accompagnant des héritages développementalistes validistes qui structurent encore les systèmes d’éducation formelle. Notre approche intervient dans les études féministes néomatérialistes et les études critiques de l’autisme, qui n’ont pas encore abordé l’autisme et la violence scolaire. Sur la base de cette analyse combinée à des récits de réponses relationnelles et créatives à l’inadéquation, nous examinons des possibilités de transgression et de plaidoyer susceptibles d’élargir les possibilités de devenirs (neuro)divers affirmatifs et de refaire les pratiques et les espaces scolaires de manières plus relationnelles, contextuelles et éthiques.

This paper analyses 19 autistic individuals’ stories of school experiences in Canada drawn from the Re•Storying Autism project, which aims to challenge dominant deficit logics of autism and re-story ways of becoming and belonging in schools. In our analysis, we were struck by ubiquitous stories of relentless, dehumanizing violence and by occasional moments of belonging and care. Through the feminist materialist ontology and metaphor of (mis)fitting and feminist affect theory, we engage discursive, material, and affective dimensions of autistic school experiences of violence and belonging to challenge harmful deficit logics circulating therein and open avenues for understanding affects/effects alongside pathways for transformation. We argue that misfitting and violence in schools materializes through assemblages produced, in part, via a constellation of affects – fear, hatred, discomfort – accompanying ableist developmentalist legacies still structuring formal education systems. Our approach intervenes into feminist neomaterialist and critical autism studies, which have yet to grapple with autism and school violence. Based on this analysis combined with stories of relational and creative responses to misfitting, we consider opportunities for transgression and advocacy that can expand possibilities for affirming (neuro)diverse becomings and for remaking school practices and spaces in more relational, contextual, and ethical ways.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:31.

Références citées
55
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
4 / 55 (7,3 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
7 / 123 (5,7 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 7 / 31 (22,6 %). Auteurices cité·es distinct·es identifié·es comme autistes : 6 / 112 (5,4 %).
Occurrences citées rattachées à la base AutiHub
31 / 123 (25,2 %)
Auteurices cité·es distinct·es rattaché·es : 22 / 112 (19,6 %)
Occurrences rattachées, non identifiées comme autistes
24 / 31 (77,4 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 24 / 123 (19,5 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 16 / 22 (72,7 %).
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