Detourning constructions of autistic masculinity in Parenthood

Abstract

This article discusses a pedagogical project that asked undergraduate students in an education course to view and respond to the television series Parenthood’s representation of autism and to a détournement, or counter-text, highlighting problematic aspects of this representation. The article begins by providing background information on the importance of involving pre-service teachers in critically examining representations of autism. Then, the article explains the method of détournement and describes the détournement created. Finally, the article provides an analysis of students’ written responses and discusses the implications of the project as a whole. The results of this pedagogical project suggest the importance of involving future educators in activities that provoke the consideration of how dominant ideas of autism are constructed, and how these ideas might be called into question within the field of education.