Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (黑料不打烊), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across six episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions.
Kadodia and Krueger’s paper (published online April 2026) makes a philosophically significant intervention: Fricker’s widely-used epistemic injustice framework implicitly presupposes neurotypical norms of communication and exchange. The paper reframes epistemic injustice as a distributed, structural phenomenon enacted through socio-material environments rather than primarily through individual prejudice. Their use of Medina’s ‘meta-lucidity’ and niche construction theory provides conceptual tools for rebuilding epistemic environments in ways that genuinely include neurodivergent perspectives. Kadodia’s PhD research on predictive processing and autism within a 4E cognition framework, and Krueger’s broader work on phenomenology, social cognition and psychopathology, converge in this paper to bring both philosophical rigour and cognitive science to bear on the question of how neurodivergent people are heard (or not) in educational and institutional settings.
Questions are anchored in the paper’s own language and examples, and span from classroom to lecture theatre, making the episode relevant to practitioners across educational settings.
References & further resources
Coninx, S. (2023). The dark side of niche construction. Philosophical Studies, 180(10-11), 3003–3030.
Fricker, M. (2007). Epistemic Injustice: Power and the Ethics of Knowing. Oxford University Press.
Medina, J. (2013). The Epistemology of Resistance: Gender and Racial Oppression, Epistemic Injustice, and Resistant Imaginations. Oxford University Press.
Kadodia, Z., & Krueger, J. (2026). Epistemic injustice, niche construction, and neurodiversity. Philosophical Psychology, 1–24.
Stapleton, M. (2021). Enacting education. Phenomenology and the Cognitive Sciences, 20(5), 887–913.
Walker, N. (2021). Neuroqueer Heresies: Notes on the Neurodiversity Paradigm, Autistic Empowerment, and Postnormal Possibilities. Autonomous Press. PMC8328933.
García, S. B., & Ortiz, A. A. (2013). Intersectionality as a framework for transformative research in special education. Multiple Voices for Ethnically Diverse Exceptional Learners, 13(2), 32-47.
Sedgwick-Müller, J.A., Müller-Sedgwick, U., Adamou, M. et al. University students with attention deficit hyperactivity disorder (ADHD): a consensus statement from the UK Adult ADHD Network (UKAAN). BMC Psychiatry 22, 292 (2022).
Slee, R. (2013). Meeting some challenges of inclusive education in an age of exclusion. Asian Journal of Inclusive Education, 1(2), 3-17.
Taneja-Johansson, S. (2023). Whose voices are being heard? A scoping review of research on school experiences among persons with autism and attention deficit/hyperactivity disorder. Emotional and Behavioural Difficulties, 28(1), 32-51.
Waitoller, F. R. (2020). An Intersectional Approach to Building Inclusive Schools. Equity by Design Research Brief. Indianapolis, IN: Midwest & Plains Equity Assistance Center (MAP EAC).
University of Cumbria
Dustin Hosseini works across health science, education and critical pedagogy as a Lecturer in Health Science at the Centre of Excellence in Paramedic Practice at the University of Cumbria, an Associate Tutor in the School of Education at the...
Joel Krueger is Associate Professor of Philosophy at the University of Exeter, where his research spans phenomenology, philosophy of mind, social cognition and psychopathology. He has published widely on how minds are shaped by and embedded in...
Zamir Kadodia is a doctoral researcher and Postgraduate Teaching Associate in Philosophy at the University of Exeter, where his PhD argues that the predictive processing framework offers a more explanatorily powerful and neurodiversity-affirming...