This timely volume brings together well-established scholars and emerging voices to explore research methods and ethics in Neurodiversity Studies. It explores the epistemic injustice that currently surrounds much knowledge production around neurodivergence, and offers concrete examples of creative, participatory, and collaborative research practice in the field. The editors have assembled chapters combining reflexive, theoretical, and practical contributions. Together they address current debates surrounding participatory methods and Neurodiversity Studies and are unique in giving voice to mainly neurodivergent researchers and contributors across autism, ADHD, acquired brain injury, and multiple neurodivergence.
The first of its kind, this much-needed volume contains essential reading for all those learning and teaching in the field of neurodiversity. It further represents a valuable resource for students and academics at all levels, participatory or creative researchers, research commissioners, and research evidence users across the social sciences.
Part I: Setting the scene.
Chapter
1. An introduction to research
methods and ethics in Neurodiversity Studies (David Jackson-Perry & Hanna
Bertilsdotter Rosqvist).
Chapter
2. Critical Autism Studies: Roots and
branches (David Jackson-Perry).
Chapter
3. An introduction to Critical ADHD
Studies (Andrew Ivan Brown, Hanna Bertilsdotter Rosqvist & David
Jackson-Perry).- Part II: Knowing and doing: Research ethics and methods.-
Chapter
4. Co-developing an autism research funding application to facilitate
ethical and participatory research: The Autism from Menstruation to Menopause
Project (Aimee Grant, Kathryn Williams, Karen Henry, Willow Holloway,
Christina Nicolaidis, Helen Kara & Amy Brown).
Chapter
5. Neurodiverse
research collaboration within a European biomedical project: Limits and
possibilities (Joke Struyf, Cecilia Ingard & Hanna Bertilsdotter Rosqvist).-
Chapter
6. Practicing what you preach A commentary on
Chapter 5 (Kristien
Hens).
Chapter
7. Strangers and friends: Navigating neurodiverse research
collaboration (Amy Pearson, Hanna Bertilsdotter Rosqvist, Steven K. Kapp,
Lill Hultman, Catherine Watson, Gemma Williams, Sofia Österborg Wiklund, Paul
Stenner, Monique Botha & Lindsay ODell).
Chapter 8: Co-creation in a
neuromixed space (Lill Hultman, Mikael Åkerlund, Fredrik Sandman & Jeanette
Nelson).
Chapter
9. Neuromixed participatory action research: A dialogical
method (Marjorie Désormeaux-Moreau & Isabelle Courcy).
Chapter
10.
Innovative and neuro-affirming autistic approaches to autism research (Sandra
Thom-Jones & Jennifer Lowe).
Chapter
11. Fostering ethical and caring
fieldwork practices in ADHD research (Shruti Taneja-Johansson).
Chapter
12.
Doing participatory ADHD-led research (Lill Hultman & Maya Hultman).
Chapter
13. An inclusive methodology for research with multiply neurodivergent
participants (Romy Hume).
Chapter 14: Developing a phenomenology of autism
(Nicola Shaughnessy, Jonathan Green, Emma Williams, Jonathan Smith, Bastian
Greshake Tzovaras, Georgia Aitkenhead, Damian Milton, Emily Jones & Karen
Leneh Buckle).
Chapter
15. A phenomenological methodology for inclusively
researching the views and experiences of autistic people with profound
learning disabilities (Ned Redmore).
Chapter
16. Narrative research,
reflexivity, and AuDHD lived experiences (Lydia Stetson).
Chapter
17. On the
simple joys of bouncing: Duoethnography of neurodivergent researchers in
academia (Teddy G. Goetz & Noah Adams).
Chapter
18. The (in)accessibility of
UK universities ethics application in humanities and social sciences (Katie
Munday).
Chapter
19. Meaningful engagement with neurodivergent public work
(Alyssa Hillary Zisk).
Chapter
20. Participatory methods: Researching
autistic sexuality, intimacy, and authenticity (David Jackson-Perry).-
Chapter
21. Using email interviews to understand autistic experiences (Claire
Chapman).-Chapter
22. Unknowing as a methodological tool: Autism,
authenticity, and epistemic injustice (David Jackson-Perry).- Part III:
Looking Back to the Future.
Chapter
23. ADHD, academics, and communities:
Who are the ADHD experts? (Andrew Ivan Brown).
Chapter
24. Power to the
people (Jac den Houting, Abby Sesterka, and Elizabeth Pellicano).
Chapter
25. Neurodivergent futures (Dora M. Raymaker & Christina Nicolaidis).-
Chapter
26. Research methods and ethics in Neurodiversity Studies: Looking
back, moving forward (Hanna Bertilsdotter Rosqvist & David Jackson-Perry).
Hanna Bertilsdotter Rosqvist is a sociologist and professor in social work at Södertörn University, Sweden.
David Jackson-Perry is a sociologist and visiting scholar at Queens University, Belfast, UK. He is also a specialist in sexual health and HIV project manager at the University Hospital of Lausanne, Switzerland.
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