I am very exciting that my paper “Tangent 1: How can we know? An intersectional feminist ADHD epistemology of ranting, spirality and curvimultipoint(s)” has now been published in the Summer 2026 issue of Disability Studies Quarterly.

Abstract: Tangent 1 critiques the echo chamber of ADHD knowledge construction, dominated by nonADHDers and non-ADHDness, starting with the premise that without ADHDness and ADHDers there cannot be critical and intersectional ADHD knowledge. Through the form of a rant, speaking to the ADHDers known and to be known, Tangent 1 offers an exploration of an intersectional feminist ADHD epistemology by doing it but not defining it, by centring ADHDness in content and form, by rantily marinating in the nonlinear ADHD cognitivity of spirality and curvimultipoints.

Download the PDF here: https://dsq-sds.org/article/id/6362/

How to cite:
Huijg, Dyi Dieuwertje. (2026). Tangent 1: How Can We Know? An Intersectional Feminist ADHD Epistemology of Ranting, Spirality and Curvimultipoint(s), Disability Studies Quarterly 45(4). https://doi.org/10.18061/dsq.6362

I am very excited to join the team of the expert developmental project ‘Teaching for the Neuroinclusive Classroom’ at Aarhus University (Denmark).

• Project PI: Dr Katrin Heimann
• Funding: LB Fonden
• Project website: https://ced.au.dk/en/research/teaching-for-the-neurodiverse-classroom

Collaborators:

• Amos Blanto, Postdoc, Aarhus University
• Dyi Huijg, Postdoc, University of Roehampton
• Federica Cavaletti, Postdoc, University of Milan
• Florencia Campise, PhD fellow, CONICET
• Ida Rebsdorf Gregersen, Educational Counsellor, Aarhus University
• Joe Dumit, Professor, University of California
• Julia Ouzi, Senior Lecturer in Psychology, King’s College London
• Maciej Wodziński, Assistant Researcher, Maria Curie-Skłodowska University
• Oliver Rasmus Tonning, student of psychology, University of Copenhagen
• Savhannah Schulz, Postdoc, Aarhus University
• Stephanie Lee Ellison, anthropologist

Find more information on the project’s website:

“This project relies on a participatory design, involving a neurodiverse group of academics and educational developers, bringing their own experiences and motivations for creating neuroinclusive university classrooms.”

The group will use co-creative design activities and conduct qualitative investigations of their own and others’ experiences to explore and adapt community-building and collaboration-enhancing activities for use in neurodiverse classrooms.”

The project aims to support university teachers in the task of creating a thriving community of diverse learners. It will document the design and application of concrete activities and frameworks, facilitating collaboration in neurodiverse classrooms in higher education, and it will establish a new foundation for teacher consultation provided by the CED, with a focus on neurodiversity-related opportunities and challenges.”

Fieldwork for this project has now been closed

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