This theoretical exploration examines the intersection of neurodiversity and feminist pedagogy (FP) as a framework for inclusivity and social justice in education. By reconceptualising neurodiversity to emphasise the strengths in cognitive variations such as attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and specific learning disabilities, the paper aligns with FP’s mission to challenge power structures and amplify marginalised voices. Meta-analyses, like Pievsky and McGrath's (2018), reveal significant neurocognitive deficits in ADHD, underscoring the need for tailored educational strategies advocated by FP. The discourse critiques systemic biases that marginalise neurodivergent learners, fostering stigmatization and otherness, as evidenced by academic struggles across age groups (Happe et al., 2006).
The presentation advocates for evidence-based strategies such as Universal Design for Learning, collaborative learning, and differentiated instruction, which effectively support diverse learners (Sandra & Kurniawati, 2021). Additionally, integrating feminist pedagogical practices, as seen in Granger and Gerlach's work, enhances cross-cultural understanding and empathy (2024). These approaches propose enriching all students' experiences by fostering an inclusive environment that celebrates cognitive diversity.
Policy recommendations urge policymakers to prioritise inclusive policies and professional development for educators to support neurodivergent learners effectively (hooks, 1994; Leifer et al., 2022; Kreitz-Sandberg & Fredriksson, 2023). The conclusion emphasises the need for further academic inquiry into synthesising these pedagogical approaches, highlighting initiatives like sensory-friendly learning environments and intersectional feminist pedagogy (Mussies, 2024) to create equitable educational spaces.

Authors:
Zita Silhavy, Eötvös Loránd University, Hungary

About the Presenter(s)
Mx. Zita Silhavy, doctoral candidate at Eötvös Loránd University.
Their main interests are inclusive peadagogy, feminist language pedagogy, AI in education, intercultural communication, learning with disabilities, ADHD, ASD, and AuDHD.

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