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The Social Imbalance of Power Between Autistics and Non-Autistics: Insights from Robert Dahl, Game Theory, and Ideological Power

In our society, the distribution of power is often unequal, creating disparities that affect various marginalized groups, including autistics. This article examines the social imbalance of power between autistics and non-autistics through the lens of Robert Dahl’s concept of power, game theory, control, and ideological power. By understanding these dynamics, we can advocate for a more equitable society that values and empowers autistics.

The Concept of Power by Robert Dahl

Robert Dahl’s seminal work on power defined it as the ability of A to get B to do something that B would not otherwise do. This framework can be applied to the relationship between autistics and non-autistics:

• Authority and Influence: In many social and institutional contexts, non-autistics often hold positions of authority, whether as educators, employers, or caregivers. This authority can lead to an imbalance where autistics are compelled to conform to norms and expectations that do not align with their natural ways of being.
• Compliance and Resistance: Autistics might experience pressure to comply with social norms that feel unnatural or uncomfortable. For example, the expectation to maintain eye contact or engage in small talk can be challenging for many autistics. The power imbalance is evident when autistics are forced to suppress their natural behaviors to fit in.
• Decision-Making: Non-autistics often control decision-making processes in areas such as healthcare, education, and workplace accommodations. This control can limit the agency of autistics, who may have different but equally valid needs and preferences.

Game Theory and Social Interactions

Game theory explores strategic interactions where individuals’ success depends on their choices and the choices of others. Applying game theory to social interactions between autistics and non-autistics highlights several points:

• Different Social Norms: Autistics often approach social interactions with honesty and directness, valuing straightforward communication. In contrast, non-autistic social norms can involve indirect communication, subtle cues, and social rituals that may be confusing or exhausting for autistics.
• Strategies and Outcomes: In a social “game,” autistics might find themselves at a disadvantage if they do not adhere to non-autistic strategies. For example, a neurotypical person might use small talk to build rapport, while an autistic person might prefer to engage in meaningful conversations directly. This mismatch can lead to misunderstandings and exclusion.
• Power Dynamics in Social Settings: Non-autistics might exploit these differences, consciously or unconsciously, to maintain social dominance. For instance, group dynamics in workplaces or schools can marginalize autistics who do not participate in the same way as their peers.

Control and Ideological Power

Control and ideological power refer to the ways in which societal norms and beliefs shape behaviors and perceptions. In the context of autism, these concepts reveal deep-seated power imbalances:

• Cultural Hegemony: Non-autistic norms dominate cultural and institutional settings, often portraying autistic behaviors as deviant or problematic. This hegemony reinforces the notion that autistics need to be “fixed” or “normalized.”
• Pathologization of Difference: The medical model of autism pathologizes neurodivergence, framing it as a disorder to be treated rather than a difference to be understood and accommodated. This perspective can strip autistics of their agency and subject them to treatments aimed at conformity.
• Institutional Power: Educational systems, workplaces, and healthcare institutions often lack accommodations for autistics, leading to systemic disadvantages. For example, rigid school schedules and sensory-unfriendly environments can create significant barriers for autistic students.

Radical Perspectives on Power Imbalances

Radical theories critique existing power structures and advocate for systemic changes. Applying these theories to autism highlights the need for societal transformation:

• Neurodiversity Movement: The neurodiversity movement challenges the medical model of autism, advocating for the acceptance and celebration of neurodivergent minds. This perspective emphasizes that autism is a natural variation of human diversity, not a defect.
• Empowerment and Advocacy: Empowering autistics involves recognizing their strengths and providing platforms for self-advocacy. Autistics should have a voice in decisions that affect their lives, from healthcare and education to policy-making.
• Systemic Change: True equity requires systemic changes that address the root causes of power imbalances. This includes creating inclusive environments, promoting understanding and acceptance, and dismantling ableist practices and policies.

Case Studies and Real-Life Examples

Real-life examples illustrate the social imbalance of power and its impact on autistics:

• Educational Settings: Autistic students often face rigid educational practices that do not accommodate their needs. For instance, a student who excels in a specific subject might be forced to adhere to a standardized curriculum that stifles their potential.
• Workplace Challenges: In the workplace, autistics might encounter environments that are not sensory-friendly or inclusive. An autistic employee might struggle with open-plan offices, leading to sensory overload and reduced productivity.
• Healthcare Disparities: Autistics often face healthcare providers who lack understanding of their unique needs. This can result in misdiagnoses, inadequate treatment, and a lack of appropriate support.

Conclusion

Addressing the social imbalance of power between autistics and non-autistics requires a multifaceted approach. By understanding the dynamics of power, game theory, and ideological control, we can advocate for greater awareness, acceptance, and systemic change. Empowering autistics involves valuing their perspectives, creating inclusive environments, and challenging societal norms that perpetuate inequality.

References

• Robert Dahl’s Concept of Power: Dahl, R. A. (1957). The Concept of Power. Behavioral Science, 2(3), 201-215.
• Game Theory Literature: Osborne, M. J., & Rubinstein, A. (1994). A Course in Game Theory. MIT Press.
• Control and Ideological Power: Foucault, M. (1980). Power/Knowledge: Selected Interviews and Other Writings, 1972-1977. Pantheon Books.
• Neurodiversity Movement: Silberman, S. (2015). NeuroTribes: The Legacy of Autism and the Future of Neurodiversity. Avery.

By exploring these concepts and their implications, we can work towards a society that values and empowers autistics, ensuring their voices are heard and their needs are met.