Disordering Dance: Foundations of an emerging neuroqueer choreography

Abstract

The neurodivergent embodied psyche challenges dance to extend beyond neuronormative conventions. Considerations with how to securely hold divergent modes of thinking, feeling, learning, being and behaving within both the choreographic process and moment of performance are essential. As a choreographer with dyslexia, dyspraxia and ADHD (with autistic traits) – alongside significant experience of exclusion and trauma from normative dance environments – this inquiry forms the basis of my practice and now the discussion of this article, as I articulate core foundations of my doctoral research and emergent neuroqueer choreographic aesthetic. Instead of focusing on how to support the neurodivergent bodymind in systems of exclusive dance practice, such an aesthetic seeks to radically resist neuronormative performance and creatively embrace neurodivergent embodiments and consciousnesses. This article adopts a critical stance of disordering to challenge taken-for-granted neuronormative assumptions and traditions of mainstream western dance culture. Concepts of neurodiversity are elucidated and practices of neuroqueering are introduced, whilst my own positionality of ‘neurodivergent outsider’ exposes neuronormative tensions within dominant western dance culture. Discussion unfolds that situates neurodivergent modes of mindbodily being through a choreographic lens, embodying neurodivergent-centred practices that support non-neuronormative wellbeing, identity and embodiment for both artist and audience in the present moment of dance performance.