The choices people make regarding which cause they champion and how they champion it are too often decided based on the appeal of having an influence that more of the public recognizes rather than on what is most important and what an individual is best suited to affect.
The biggest dangers that accompany hierarchical values (which affects who's advocacy is considered valid) come from how people are falsely taught about equal opportunities. The royal views of the "chosen" advocates and politicians are often used to discourage alternative ideas, and they can support the same oppression these people claim to be advocating against.
Advocates on the internet are often reminded of the narrowness of how oppression is described and how few expressions that oppose that narrowness are recognized as valid. The way that neurodiversity is important tends to be hidden by those who abuse the term. As a narrow political agenda it has practically no value at all.
The speed at which information can be transferred today by the increasingly larger number of people provides both for the opportunity of liberation as well as the ease for how those with the most resources can instead exploit more people.
The way that people strive today to find what is considered the best information and the most popular way to express it is very much entangled with the ways that the richest and powerful people control the media and promote a set of standard values, which encourages how the public is pathologized and shamed in the interest of population control.
The expectation of responsibility is placed on the people with the least resources. Since they can't express themselves in ways that public relations specialist teaches as being best, what they say and do is ranked accordingly.
Disenfranchisement is the key to exploitation. Once someone can be described by a popular resource as inconvenient and disconnected from what politicians have declared to be an appropriate society, they can be declared an enemy and abused in a way that is justified in society as well as in the legal system.
It says here of Horace Mann:
"Arguing that universal public education was the best way to turn the nation's unruly children into disciplined, judicious republican citizens, Mann won widespread approval from modernizers, especially in his Whig Party, for building public schools. Indeed, most states adopted one version or another of the system he established in Massachusetts, especially the program for "normal schools" to train professional teachers. Mann has been credited by many educational historians as the "Father of the Common School Movement"."
"Under the auspices of the board, but at his own expense, he went to Europe in 1843 to visit schools, especially in Prussia, and his seventh annual report, published after his return, embodied the results of his tour. Many editions of this report were printed, not only in Massachusetts, but in other states, in some cases by private individuals and in others by legislatures; several editions were issued in England. In 1852, he supported the decision to adopt the Prussian education system in Massachusetts. Shortly after Massachusetts adopted the Prussian system, the Governor of New York set up the same method in twelve different New York schools on a trial basis."
It says here of the Prussian education system:
During the 18th century, the Kingdom of Prussia was among the first countries in the world to introduce tax-funded and generally compulsory primary education, comprising an eight-year course of primary education, called Volksschule. It provided not only the skills needed in an early industrialized world (reading, writing and arithmetic), but also a strict education in ethics, duty, discipline and obedience. Affluent children often went on to attend preparatory private schools for an additional four years, but the general population had virtually no access to secondary education.
Historically, the Lutheran denomination had a strong influence on German culture, including its education. Martin Luther advocated compulsory schooling and this idea became a model for schools throughout Germany.
Pietism, a reformist group within Lutheranism, forged a political alliance with the King of Prussia based on a mutual interest in breaking the dominance of the Lutheran state church. The Prussian Kings, Calvinists among Lutherans, feared the influence of the Lutheran state church and its close connections with the provincial nobility, while Pietists suffered from persecution by the Lutheran orthodoxy. Bolstered by royal patronage, Pietism replaced the Lutheran church as the effective state religion by the 1760s.
Pietist theology stressed the need for "inner spirituality", which can only come about through the reading of Scripture. Consequently, Pietists helped form the principles of the modern public school system, including the stress on literacy.
The political motivations of the King of Prussia
Seeking to replace the controlling functions of the local aristocracy, the Prussian court attempted to instill social obedience in the citizens through indoctrination. Every individual had to become convinced, in the core of his being, that the King was just, his decisions always right, and the need for obedience paramount.
The schools imposed an official language, to the prejudice of ethnic groups living in Prussia. The purpose of the system was to instill loyalty to the Crown and to train young men for the military and the bureaucracy. As the German philosopher Johann Gottlieb Fichte, a key influence on the system, said, "If you want to influence [the student] at all, you must do more than merely talk to him; you must fashion him, and fashion him in such a way that he simply cannot will otherwise than what you wish him to will." [1
John Taylor Gatto (born December 15, 1935) is an American retired school teacher of 29 years and 8 months experience in the classroom and author of several books on education. He is an activist critical of compulsory schooling and of what he characterizes as the hegemonic nature of discourse on education and the education professions.
He has many educational videos on this subject which can be found on YouTube. This is my favorite and I think a good introduction to understanding what he teaches:
John Taylor Gatto - State Controlled Consciousness
“The master's tools will never dismantle the master's house”
Radical change needs to occur for anything similar to the ideal of neurodiversity to be respected in the United States. Our school systems as well as the political realm where decisions are made about how it is run are designed to discourage neurodiversity in every way. The way to encourage it is to face the oppressive nature of how our present system works to provide for the elite at the expense of the majority. It's important to not be used by the system in a way that promotes and protects its tradition of oppression.