In conversation with Erin Manning: a refusal of neurotypicality through attunements to learning otherwise

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dc.contributor.authorManning, Erin
dc.contributor.authorBozalek, Vivienne Grace
dc.date.accessioned2025-10-29T11:12:20Z
dc.date.available2025-10-29T11:12:20Z
dc.date.issued2024
dc.description.abstractThis paper documents a conversation with Erin Manning in the first webinar of the series doing academica differently: In conversation with neuroatypicality. Drawing on her scholarship, teaching experience, as well as the more recent 3ecologies project, Manning shows how systems serve to pathologize by framing difference from the angle of typicality and as a divergence from the norm. She argues, therefore, that it is necessary to move beyond the ontological presuppositions enacted by systems of whiteness/neurotypicality. She proposes that academic work must continue to remain open to the differential within difference, and value slow and convivial practices that texture qualities of existence as a mode rather than as gridded individual identities. By focusing on the crucial notion of value in higher education and how it might be reworked in experimental ways, Manning suggests ways of attuning for learning otherwise beyond a neurotypical frame
dc.identifier.citationManning, E. and Bozalek, V.G., 2024. In conversation with Erin Manning: A refusal of neurotypicality through attunements to learning otherwise. Qualitative Inquiry, p.10778004241254397.
dc.identifier.urihttps://doi.org/10.1177/10778004241254397
dc.identifier.urihttps://hdl.handle.net/10566/21314
dc.language.isoen
dc.publisherSAGE Publications Inc.
dc.subjectHigher education
dc.subjectNeuroatypicality
dc.subjectNeurotypicality/whiteness
dc.subjectPedagogy
dc.subjectValuation
dc.titleIn conversation with Erin Manning: a refusal of neurotypicality through attunements to learning otherwise
dc.typeArticle

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