Many autistic persons have described the written language as more primary than spoken language. Such an approach to language can be connected to new understandings of literary composition and how practices of writing can be informed by neurodiversity. Neurodiversity is a viewpoint that brain differences are normal, rather than deficits. Currently it is emerging as a theoretical and methodological perspective within research. In this project, we want to explore neurodiversity as a resource in artistic research and education.
In the project, we create a “neuromixed” space for explorations of autistic experiences and literary composition, and to put these into dialogue both with different institutions and with political/ethical discussions. In year one we plan for a writing course for persons on the autism spectrum, which we perform in year two. In year three we bring together our texts and prepare for presentations of our research. In the project we combine methods from participatory action research, such as collective writing, and creative methods, such as different forms of reading, writing and translation. In this project the neurological differences both within the group of researchers, and between teachers and students in the writing course are seen as both fruitful and challenging, demanding new ways of co-working, communication and thinking about the relationships between different “neurotypes”.
Elisabeth Hjorth, Hanna Bertilsdotter-Rosqvist, Jonna Bornemark, Anna Nygren