Knowledge construction: Critical and Intersectional ADHD Thought

While the ‘ADHD Women’ project – welcoming both ADHD women and AFAB non-binary ADHDers – to understand better how they experience and resist anti-ADHD neuronormativity and injustices & inequalities, it was soon clear that this work could only be done if the ‘echo chamber of ADHD knowledge construction’ would be challenged and, on the other hand, if we would construct together critical and intersectional ADHD thought.

From this awareness and desire, a few new projects developed: The ADHD Reading Group was part of this. The Co-constructing ADHD Pedagogy research project is part of this. I am also working on a few publications for this. And some other projects might or might not be in development.

For now, the ‘biggest’ project in progress is the special issue:

1. Special issue
The special issue: ‘Critical and Intersectional ADHD Thought: ADHDers Think Back‘ will be the first of its kind: where (only) ADHDers will think back against the echo chamber of ADHD knowledge construction and towards critical and intersectional ADHD thought.

• Guest editors special issue: Dr Dyi Huijg (lead) and Dr Eric Olund.
• ADHDers Think Back (in short) be published in the Canadian Journal of Disability Studies (this is an open access journals: publications are digital and free to read and download)
• Stage: internal and external peer review process

Special issues take a long time to publish, so please keep an eye out for updates! You can register for the mailing list (I sent out emails once in a while). You can follow me on Bluesky (@drdyidhuijg.bsky.social‬). And I will write a blog post here once in a while too.

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2. Roundtable (closed):
Roundtable 1: “Building Critical and Intersectional ADHD Studies (CI-ADHD Studies) Together“
Dates: conference 24-26 Jun 2025, Durham University
Roundtable: Tue 24 Jun, 4-5.30pm UK
Chair: Dr Dyi Dieuwertje Huijg, Roehampton University

Abstract:
This closed roundtable offers an interdisciplinary group of ADHD thinkers – who, individually and collaboratively, have started, intersectionally and critically, to write about and research ADHDness, ADHD lives and anti-ADHD neuroableism – to reflect on ‘Building Critical and Intersectional ADHD Studies (CI-ADHD Studies) Together’. Dr Dyi Huijg will start with a brief presentation on the ‘echo chamber of ADHD knowledge construction’. After this, the roundtable participants will have a conversation with each other in which they explore what Critical and Intersectional ADHD Studies is and can offer, what it should and should not be, why we need it (or do not need it), and how it sits with and within other fields of studies, such as Critical Disability Studies, Critical Neurodiversity Studies, Mad Studies and Intersectionality Studies. The outcome of this roundtable will be published in the special issue ‘Critical and Intersectional ADHD Thought: ADHDers Think Back’ (guest editors Dr Dyi D. Huijg and Dr Eric Olund, Canadian Journal of Disability Studies).

Participants:

1. Dr Dyi Dieuwertje Huijg (Chair), Leverhulme Early Career Fellow in Sociology, Roehampton University, UK
2. Dr Eric Olund, Lecturer in Human Geography, University of Sheffield, UK
3. Dr Allison Moore, Reader in Early Childhood Studies, Department of History, Geography and Social Sciences, Edge Hill University
4. Dr Rudolph P. Reyes II, Visiting Scholar, Graduate Theological Union. Reyes’ work focuses on Latine neurodiversity, USA
5. Laura Basten, PhD Candidate, Textual Criticism / Archival Studies / Disability Studies, Freie Universität Berlin, Germany
6. Dr Warren Whitaker, Assistant Professor, Educational Leadership for Diverse Learning Communities, Molloy University, Rockville Centre, NY, USA
7. Prof Jane Dryden, Professor, Philosophy Department, Mount Allison University, Canada 
8. Dr Kat Stephens-Peace, Assistant Professor of Higher Education, Department of Educational Leadership, Teachers College, Ball State University, USA
9. Sohini Chatterjee, PhD Candidate and Vanier Scholar in the Department of Gender, Sexuality and Women’s Studies, Western University, Canada
10. Kerry Mead, MA, Writer and Independent Researcher, UK
11. Inika Murkumbi, incoming PhD student in Anthropology, Stanford University
12. Dr Naomi Lawson Jacobs, Research Associate, Manchester Metropolitan University, UK 
13. Dr Katrin Heimann, Assistant Professor, (Neuro-)diversity affirming pedagogy, Center for Educational Development, Aarhus University, Denmark
14. Rajita Rajeshwar, Lecturer in Counselling and Psychotherapy, Salford University, UK