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German Memories of Icaria: Carl Zwicker\u27s Four Years\u27 Experience of a Communistic Life (1878)
No full textReview of Richard McNemar, Music, and the Western Shaker Communities: Branches of One Living Tree
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Stimming Toward Something: Misreading, Method, and Neuroqueer Becoming
No full textThis autotheoretical piece examines the epistemic injustices faced by a neurodivergent individual in higher education, tracing how institutional cultures demand legibility while extracting and erasing the knowledge produced at their margins. Drawing on the personal experience of a queer, cis-passing, neurodivergent scholar-practitioner in the U.S. community college system, the narrative enacts theory through lived friction, institutional residue, and creative refusal. By naming the margins as method, the piece offers both scholars and practitioners a framework for recognizing how neuroqueer ways of knowing unsettle dominant logics while making new forms of understanding possible
Neurodivergence-affirming Practice in the Classroom: Critical Reflections of an Autistic Artist and Educator
No full textThis paper provides insight into the author’s lived experience as an autistic artist and educator within the creative arts. Attention is drawn to how personal, creative, and professional encounters, combined with formal education in the field of autism studies, can inform a neurodiversity affirming learning environment that drives reflective practice.
The author is an educator at the Hester Hornbook Academy (HHA), delivering the Certificate 2 in Visual Arts as part of their Vocational Education in Schools program (VETiS). A human-centred and inclusive school, HHA engages learners from across the neurodiversity paradigm. As such, VETiS Visual Arts is well-positioned to support the wellbeing of young neurodiverse people by providing learning experiences that meet their unique needs and uphold their right to agency.
Critical reflection on neurodiversity affirming practice at HHA includes acknowledgement of how the author’s autism has been supported within the workplace. Overall, this paper underscores the value of self-advocacy and community connection through the provision of a creative environment in which learners feel engaged, equipped, empowered, and respected
Welcoming Spaces: Parent Leadership and Early Literacy as Community-Based Co-Regulation Supports
No full textMany young children exhibit challenging behavior in early childhood settings, often as a response to high levels of stress in their home and community environments. This applied master’s project presents Welcoming Spaces, a parent-led initiative developed to support children’s emotional development, caregiver well-being, and early literacy through informal, community-based experiences. In response to concerns about rising dysregulation and reduced access to supportive environments, the project offers portable play areas hosted by parents at events such as school functions, library gatherings, and local festivals. These spaces include calming sensory activities and opportunities for shared reading, while also providing caregivers with tools to foster connection and mutual support. The project includes three main components: a Facilitator Toolkit, a Parent Handbook, and optional reflection tools, all co-developed with input from local families. Designed to be flexible, low-cost, and inclusive, the materials were implemented in collaboration with early childhood networks in Northwest Lower Michigan. Although no formal data were collected, informal feedback from participants guided improvements to the project design. Ultimately, Welcoming Spaces aims to bridge research and practice by equipping families with simple, relational strategies that promote positive experiences for both children and adults
