Cripqueering Method in Posthuman Educational Research: Diffractive Reading/Writing-With Autistic Perception and Expression

With the aim of contributing toward posthuman orientations in educational research, this article actively engages neuroqueerness as a means to trouble humanist assumptions regarding empirical data and representational language. As its overarching objective, this article seeks to explore some possibilities for the cripqueering of method as a way of doing inquiry differently. I do so by diffracting the disidentificatory queering of identity through the postidentitarian urge of neurodiversity. This article argues for an attunement to the relational errantry of neuroqueer becomings-with, autistic perception and autistic voicing as means of provoking generative methodological perspectives that might challenge the compulsory able-bodymindedness embedded in traditional representationalist humanist modes of education and research.