Doing Critical ADHD Studies with Hanna Bertilsdotter-Rosqvist + Lill Hultman
Jul 2, 2024
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Hanna Bertilsdotter-Rosqvist, a sociologist and professor at Södertörn University, and Lill Hultman, a postdoctoral researcher and lecturer, discuss their groundbreaking work in Critical ADHD Studies. They delve into ADHD collective storytelling and the emotional complexities of ADHD in academia. The conversation touches on the significance of intensity over hyperactivity and the struggle to align personal rhythms with societal expectations. They emphasize the necessity of a politically aware perspective to foster authentic self-expression among neurodivergent individuals.
The podcast advocates for a new narrative on ADHD that acknowledges both personal lived experiences and the socio-political aspects of disability.
Researchers emphasize the importance of collective autoethnography as a method to redefine ADHD, promoting diverse storytelling over traditional rigid academic structures.
Deep dives
Critique of ADHD Narratives
There are two dominant narratives surrounding ADHD: the deficit narrative, which attributes ADHD solely to biological factors, and the social construct narrative, which critiques the medical labeling of diverse cognitive styles. Both narratives tend to oversimplify the complexities of ADHD and often overlook the socio-political context of disability. The speaker argues that these views can lead to a problematic understanding of ADHD that either roots the experience in personal deficiency or dismisses genuine experiences as mere social constructs. Acknowledging the limitations of these narratives, a need for a new story emerges—one that honors both the lived experiences of individuals and the political dimensions of their struggles.
Collective Autoethnography in ADHD Research
A new approach in ADHD research incorporates collective autoethnography, a method that allows individuals to share their personal experiences in a collaborative manner, fostering an environment of collective narrative formation. Authors engage in a non-linear writing process, utilizing different text colors to represent diverse voices without needing to identify authorship, enabling freedom of expression. This collaborative method aligns well with the chaotic yet enriching experiences characteristic of ADHD, promoting acceptance of varied writing styles and storytelling. It stands as a re-narration of ADHD, emphasizing collaborative storytelling over rigid academic structures.
Redefining ADHD Through Intensity
In discussing their experiences, researchers propose that terms like 'intensity' and 'variable attention' better encapsulate the ADHD experience rather than traditional descriptors like 'hyperactivity' and 'inattention.' Their subjective accounts highlight how intense focus can lead to periods of hyper-fixation, followed by exhausting drops in energy, creating a cyclical pattern of engagement and disengagement. This redefinition aims to challenge prevailing narratives that view ADHD only through a lens of deficits and to recognize its inherent complexities. By framing ADHD through the lens of intensity, researchers address the multifaceted nature of attention and the emotional layers involved.
Navigating ADHD in Academia
Discussion around ADHD in academic settings reveals the challenges faced by neurodivergent individuals who often contend with traditional expectations that don't accommodate their unique cognitive processes. Researchers express feelings of internalized ableism and vulnerability in disclosing their ADHD status due to fear of stigma and misunderstanding. They highlight the tension between the expectations of linear productivity and the reality of their cognitive experiences, emphasizing that academic structures are often not conducive to their ways of processing and creating knowledge. The conversation underscores the need for more inclusive practices in academia that recognize the strength found in neurodiversity and the different ways of knowing.
I recently discovered two papers by a group of researchers who are working on establishing a field of Critical ADHD Studies, and a couple of them were down to chat with me about it!
Hanna Bertilsdotter-Rosqvist is a sociologist and a professor in Social Work at Södertörn University andco-editor of the book Neurodiversity Studies, and Lill Hultman is a postdoctoral researcher at Marie Cederschiöld University and senior lecturer in social work at Södertörn University.
We discuss their experiences practicing ADHD collective storytelling, the challenges of being ADHD in academia, what intensity means in their lives, and what they’re most excited to explore in ADHD research by and for ADHDers.