Neurocurious Research-Creation: Performing Educational Possibilities Beyond Neurotypical/Neurodivergent Binaries

• In Event: Generative Difference and More-Than-Human Educational Worldings

Abstract

What emerges when educational research begins with neurocuriosity rather than categories? This research-creation project explores multimodal inquiry with nine neurocurious participants, moving from a premise that binary thinking constrains educational knowledge production. Rather than treating neurodivergence as deviation from neurotypical norms, this study follows neurocuriosity as an orientation that unsettles binaries and foregrounds complexity, ambiguity, and emergence. Drawing on Erin Manning's rethinking of neurodiversity (2021) and posthumanist educational inquiry, it explores how knowledge surfaces when linear methods are suspended for attunement, edgework, and sensory noticing. Findings raise invitations rather than conclusions. Neurocuriosity involves environmental participation, delayed recognition, perceptual granularity, and refusal to resolve ambiguity into fixed insight. This project contributes techniques for cultivating difference as generative force in educational practice.

Author

• Meaghan Krazinski, Syracuse University