4 Questions For…Authors of Neurodivergent Education and Lifelong Learning: From Babble to Later Life
We sit down to discuss Krysia Waldock and Nathan Keates new edited book, exploring Neurodivergent learning from babble to later life.
01. Can you tell us about yourself?
To give some background on who we are:
Nathan Keates is a lecturer in Health and Social Care at the University of Sunderland in London. Their research focuses on Neurodivergent people, particularly on inclusion, mental distress, and identity. With a background in education, their understanding of how learning occurs not only in the classroom has been central to this project.
Krysia Waldock (pronounced kri-shah) is a Neurodivergent and disabled scholar-activist who recently completed their PhD on Autistic people’s experiences in religious groups at the University of Kent. They have recently joined the Autism: from Menopause to Menstruation project at Swansea University.
02. What is the book about?
In June 2024, we signed a book contract for an edited collection titled: Neurodivergent Education and Lifelong Learning: From Babble to Later Life. The aim of our edited collection is to bring together Neurodivergent affirming knowledge, which can often remain an ‘untapped resource’ in some academic and practitioner circles.
Previously in 2022, we had run some training at the University of Sunderland’s London campus on Neurodivergent people’s experiences within Higher Education. When the opportunity to translate our training session into a book chapter for a wider audience arrived, we found many people (academics, practitioners and Neurodivergent people alike) were interested in the content. These discussions made us realise how timely further discourse is needed - in particular not only focusing on education within a school, university or similar formal setting. Learning is lifelong, and includes learning about who we are as Neurodivergent people, how we are included and excluded from education and other spaces, learning environments outside classrooms, and advocacy.
03. What kind of authors are you looking for?
We recognised that we need to purposely welcome and encourage contributions from people who are not academics. We recognise Neurodivergent-affirming thinking and practice are not always captured within formal academic journals and other formal ‘academic’ sources, yet are an equally strong source of knowledge. We also understand the barriers that Neurodivergent individuals face in academia and how this can affect the extent to which community knowledge is taken seriously. Sharing good, Neurodivergent-affirming thinking and practice strengthens and empowers us and our thinking and practice.
We hope this book will assist with sharing Neurodivergent-affirming thinking and practice to a wider audience.
04. How do people submit a chapter to your book?
We are happy to have a Zoom or Teams call, or email conversation, with anyone who would like to contribute, but would like further information, or someone to talk through the idea for their chapter. Here is our call for chapters for individuals who are interested in submitting a proposal to us. We are welcoming proposals from academics, practitioners and Neurodivergent people globally.
The deadline for proposals is 3 Nov 2024.
We ask potential authors to supply a 500 - 1,000 word summary of your proposed chapter. Please note that the book will take a Neurodivergent-affirming position.
Chapter Submissions can be found here
We will accept viable proposals prior to the deadline to allow authors to begin writing.
Here is a list of the topics we are interested in:
Intersectionality within education
Identity, including learning about identity and having multiple identities within education and/or advocacy, e.g., advocacy as a Queer Autistic person
Education through the lens of an Autistic/Neurodivergent parent, carer or guardian
Informal education, i.e., not in a formal educational setting such as a school, college, or university
Adult and community education
Higher education
Compulsory education
Inclusion and accessibility
Advocacy as education
‘Absenteeism’
Sharing of inclusive practices, both in education and advocacy settings
