The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose ways of learning and making sense of the world may not be best supported through these traditional forms of pedagogy. As we discuss in this chapter, we, as engineering ethics (...) educators, designed and implemented a new engineering ethics exercise with which we aimed to promote inclusivity at the levels of form and content. At the content level, students were invited to critically engage with inclusivity-undermining ableist assumptions in technology development. This took shape, at the form level, through a hands-on ‘material tinkering’ workshop in which students collaboratively and creatively altered (or ‘hacked’) artifacts used in contexts of disability and healthcare, so as to operationalize values of inclusivity and accessibility. Our hunch was that this hands-on tinkering workshop would simultaneously encourage a meaningful way of engagement with these ethical issues and values, while also enacting a more inclusive learning environment by enriching the range of pedagogical activities and learning formats available to our students.As we aim to show in this chapter, we believe this hunch largely panned out – though there are clear areas for future improvement pertaining to the pilot exercise itself and the research we conducted on the exercise. We begin by offering a description of our tinkering exercise. We discuss the exercise’s source of inspiration (Sect. 16.2.1) and its implementation (Sect. 16.2.2), which is visually captured via photographic documentation. We then discuss (Sect. 16.3) how we utilized a triangulated research method to assess the pedagogical value of the exercise. After we discuss our findings, we conclude by identifying areas for future improvement (Sect. 16.4). (shrink)

The proliferation of work by autistic writers continues apace, defying a long and multidisciplinary tradition of constructing autistic people as lacking the capacity for narration. To study neurodivergent literature, then, is to witness the refusal of these exclusionary narrative conventions, and to register the ideological presuppositions that underpin pathologization. In this article, I engage with recent insights from Neurodiversity Studies (especially the work of Justine Egner, Erin Manning, Julia Miele Rodas, Nick Walker, and Remi Yergeau) to explore the connections (...) between narrative neuronormativity and other discourses of oppression, especially those that have generated racialized, gendered, and colonial narratives of desubjectification. Focusing on the neuroqueer movement – an emergent practice of disidentification that refuses the interpellations of neuronormativity, ableism, heteronormativity, and cisnormativity – I discuss the concept of allism, arguing that this satirical critique of pathologization harbors a deconstructive force that denaturalizes the dialectic of recognition. Neuroqueer work on allism reveals this dialectic to be the hegemonic form of relationality that marks neurodivergence as asocial and intersubjectively non-reciprocal in order to secure a non- autistic identity. The dialectic of recognition thus instrumentalizes neurodivergence to confer normalcy and neutrality upon subjects that meet its criteria. Pursuing the discursive context and theoretical implications of this critique, I provide a short genealogy of narrative neuronormativity, connecting the operation of the dialectic in the early novel to the clinical texts of child psychology. To demonstrate the neuroqueer subversion of this tradition, I then read An Unkindness of Ghosts, by Rivers Solomon, a text that stages a disidentification with storytelling. Aster, the novel’s protagonist, is neurodivergent as well as Black, enslaved, and gender non-conforming. As she struggles against an authoritarian regime, Aster also declines to comply with the rules that would allow her to narrate her own story. Aster’s neuroqueer refusal reveals a similarity between the construction of Blackness as an ontological foil for whiteness, and the construction of autism as a standard of disordered sociality that neuronorms can be measured against. In both cases, the colonizing term articulates its supremacy via a comparison with that which it denigrates, while disavowing this dependence at all costs, dependency being inimical to free subjectivity in the liberal humanism that has shaped these procedures. My reading of Unkindness suggests that the extant techniques of literary narratorship are political instruments that, unless repurposed, will continue to disseminate these dispossessive dialectics. (shrink)