Active learning in a neuroaffirmative classroom

Purpose Traditional learning methods and norms may not adequately support, and instead can further marginalise, a neurodivergent population of students. The purpose of this paper is to describe the theory and strategies that underpinned the author’s development of a module on autistic representation in literature. These strategies aimed to create a neuroaffirmative learning experience, and ultimately resulted in transforming her understanding of active learning and therefore her own teaching practice. Design/methodology/approach Neurodiversity is an umbrella term that refers to natural neurocognitive variation among people. It exists in contrast with an assumed “normal” cognitive, affective and sensory type to which higher education has traditionally catered. The current prevalence of neuronormativity in higher education results in epistemic injustice, where neurodivergent learners may not be afforded full access to the production of knowledge. This paper takes an approach informed by both self-study and autoethnography to reflect on a radical reconsideration of the author’s teaching practice, precipitated by the discovery of her own neurodivergence. By analysing her changing practice across course materials and reflective writing, the author reconsiders what she had previously understood as active learning. Findings This paper argues that learning should be designed in order to more fully empower neurodivergent students to engage actively with the material, potentially improving academic, personal, relational and social outcomes that might result from the learning experience. The key strategies employed could include reconceiving of active learning, redesigning space, making the invisible visible, rethinking participation and co-designing learning. Originality/value Neurodivergent students are at risk of unbelonging in higher education. While individual teachers may not be able to dismantle the systemic issues that create or compound this risk, it is nonetheless possible for them to explicitly challenge neuronormative practice within the classroom and to shift neurodivergent students from the edges to the centre of design in a way that will benefit all students. This paper makes some recommendations about how to achieve this.