A Neurodivergent Approach to Rhizoanalysis: Foregrounding Prearticulation for Equitable Concept Creation

• In Event: Considerations of Vulnerability and Agency

Abstract

In this paper, I present a rhizoanalysis approach in which techniques are devised for attuning to neurodiverse ways of becoming within the ecology of educational settings. I use thinking-moving and being-doing in co-constitution with data and materials to move from prearticulation to concept creation. In this study, I ask: How might neurodivergent modes of attunement foreground prearticulation during concept creation through immanent research-assemblages? How might neurodivergent approaches to rhizoanalysis lead to concept creation that is equitable for neurodiverse lives? I use Erin Manning’s concepts of neurodiversity, or multiple modes of perception in experience, and prearticulation with rhizoanalysis for neurodivergent concept creation, specifically in reference to engagement in a special education inclusion classroom.

Author

• Anani M Vasquez, Arizona State University