Black Disabled Rage and Denarii’s Grace

Gold mask shaped BAFTA award.

I didn’t want to write this while angry. I thought that maybe *I* shouldn’t write it. I didn’t want to say the wrong thing or publish a half-baked thesis out of haste.

But here we are. As Philip Seymour Hoffman once said, I am compelled.

Honestly it’s a rage that I didn’t know I had inside of me. It’s white hot and black cold all at once. Chaotic wandering *and* steely determination toward a destination. To be heard. To be seen. To be.

In the aftermath of the blatantly racist BAFTAs incident – involving white Tourette Syndrome (TS) advocate John Davidson and actors Michael B. Jordan and Delroy Lindo, two of the highly praised cast members of Ryan Coogler’s groundbreaking film “Sinners” – social media has been awash with a mix of confusion and questions, misinformation and disinformation, pain and anger.

But no one’s anger (and disappointment) has been more ignored, downplayed, and dismissed than that of Black disabled folks, particularly Black Touretters.

While I am Black and disabled, I do not have Tourette Syndrome (TS). I am not writing from a place of authority (on the subject or the incident itself), but a place of deep pain. 

In the first 24 hours of this troubling news, I watched Black people I respect spout some of the most harmful stereotypes about TS. I also watched complete strangers, all white, minimize the harm done and the pain and anguish of Black people – to protect a middle-aged white man. And their comfort.

Comfort.

Something that Black people, especially those of us who are multiply marginalized, seldom receive. It’s often been asked why white people are inundated with care and understanding when enacting harm while we not only rarely receive it, but are often flat out denied it.

Rushing to comfort Davidson reminds me of how white predators and abusers are treated compared to their racialized counterparts. Tarana Burke’s #MeToo movement took off near the end of the 2010s. When accusations were made public, racialized, especially Black, public figures were often more villainized, automatically believed deviant. It’s a frustrating reality, especially in a country where, so often, racialized, disabled, and other oppressed people are overly punished and even thrown into the system through no fault of our own.

What I want is a world that gives oppressed people grace. Grace does not gloss over the need for amends. It doesn’t demand continued connection or support. And it doesn’t snuff out righteous anger. John Davidson’s initial public “apology” was not only woefully inadequate, but insulting. White disabled people continue to be frustratingly disappointing. But every time I read the common sentiment “Oppressors should be treated like us,” from fellow marginalized people, I think: why would you not demand softness for yourself in this moment? Why would you want to change the world for the worse? My desire to uplift grace is ultimately not about Davidson and the BAFTAs or “cooning.” I am not Samuel L. Jackson in Django Unchained.

However, in creating the anti-carceral world I envision, I don’t want Black and other racialized predators to skirt accountability and reparation. Likewise, I don’t want white and other privileged predators automatically discarded when harm is done. Disposability politics are the antithesis of liberation. In part because, by definition, those of us who are most oppressed are the most harmed when they’re enacted.

When I imagination our future, I imagine creating a world that elevates our humanity. I do not go backwards. I do not devolve. I do not regress. I refuse to…because I know that a better world is possible. Heightened humanity can, with much practice, erode capitalism, topple fascist regimes, feed and house people, and save our oceans. When humans falter, as we often do, do we want to handle it differently? If not, then this essay isn’t for you. But, if so, we must destroy our current paradigms to rebuild healthier, more human ones.

Hope, as Miriame Kaba says, is a discipline. And hope manifested is only possible when we govern ourselves, right now, as if that world is already here.



Denarii Grace (she/they – mix it up!) is a multi-hyphenate writer and editor, singer, and long-time activist. Founder of Fat Acceptance Month, they’ve been an editor with Rooted in Rights since May 2022. She can be found on Facebook, Threads, and Instagram @writersdelite.

About Rooted In Rights

Rooted in Rights exists to amplify the perspectives of the disability community. Blog posts and storyteller videos that we publish and content we re-share on social media do not necessarily reflect the opinions or values of Rooted in Rights nor indicate an endorsement of a program or service by Rooted in Rights. We respect and aim to reflect the diversity of opinions and experiences of the disability community. Rooted in Rights seeks to highlight discussions, not direct them. Learn more about Rooted In Rights.

Math Is Not a Test of Worth

A yellow sharpened pencil laying over a white sheet of paper showing handwritten math equations. Equations include sine a over sine a equals sine b over sine b, y equals h minus 6 t squared over 4, and several sine wave graphs.

When I first began tutoring mathematics and statistics for students in high school and community college, I had expected the hardest aspect to be explaining formulas. What I found was that the real barriers were emotional. Many of the students I worked with were neurodivergent, including those with ADHD or on the autism spectrum. Almost all arrived believing they were bad at math and sharing their fear of it. I know that feeling well. I failed my first college math course at 17 and spent years seeing numbers as a gatekeeper rather than a language I could speak.

Mathematics education often reflects expectations that cut against how many disabled and neurodivergent students learn. Speed is treated as proof of understanding. Timed exams stand in for evaluation. Struggle is framed as deficiency rather than information about the environment or the teaching methodology. These norms did not appear by accident, they are the byproducts of an instructional culture built around uniformity, surveillance, and performance.

I realized in my early twenties that I could not learn mathematics through traditional college instruction. I began using free resources such as Khan Academy and YouTube. Without time limits or pressure, I could think through problems at my own pace. Once I realized that understanding depends on method, not speed, I began to see that the problem was never with my brain or my mind. It was how math is taught. The method and philosophy of teaching mathematics matter as much as the content itself.

Mathematics is often taught as a race toward a correct answer rather than an exploration of reasoning. This approach rewards speed and conformity instead of patience and understanding. That realization shaped how I teach others. My tutoring sessions revolve around three strategies that make mathematical thinking accessible to students who process information differently. The methods I use are scaffolding, metacognition, and reverse solving.

Scaffolding means breaking complex ideas into smaller, connected parts. If a student is learning logistic regression, I start with probability, then move into binary outcomes, and only after that to odds ratios and full models. Each layer builds upon the last. This method prevents students from feeling overwhelmed and helps them experience progress in real time. It replaces the panic of “I can’t do this” with a steadier rhythm of understanding.

Metacognition is the practice of thinking about how we think. I encourage students to slow down and reflect on the process rather than the product. I like to ask questions such as, “What does this result tell you about the problem?” or “How would you explain this to someone with no background in math?” Prompts like these help students examine their own reasoning and reveal what they truly understand. Many begin to notice that what felt like confusion was often just rushed or unexamined thought.

Reverse solving turns the problem around. Instead of starting from the question, we begin with the answer and trace how it could have been reached. This allows students to explore logic without the pressure of uncertainty. It often builds confidence in those who have internalized the idea that they cannot do math. When they can explain how a solution works, they begin to see that the skill was always there.

Taken together, each of these approaches do more than make math easier. They create room for students who have been pushed out of STEM not by inability, but rather by a system that is unwilling to meet them where they are. Many students that I have tutored and taught arrive believing the difficulty signals a personal flaw. However, once they are given time, tools, and permission to think differently, their performance changes, as does their sense of belonging. The broader fight for disability justice includes dismantling norms that confuse conformity with intelligence. Rethinking how we teach math is one piece of that work. It gives disabled and neurodivergent students the opportunity to learn without being told that their brains are the problem.


“Joseph “Joey” Colby Bernert (any/all) is a queer clinical social worker, statistician,  and public health researcher. He works at the intersection of rural health, substance abuse, and epidemiological studies.”

About Rooted In Rights

Rooted in Rights exists to amplify the perspectives of the disability community. Blog posts and storyteller videos that we publish and content we re-share on social media do not necessarily reflect the opinions or values of Rooted in Rights nor indicate an endorsement of a program or service by Rooted in Rights. We respect and aim to reflect the diversity of opinions and experiences of the disability community. Rooted in Rights seeks to highlight discussions, not direct them. Learn more about Rooted In Rights