Abstract
Dyslexia is seen as one of a number of often overlapping neurodiversities which define a disadvantaged sector of the general population in developed countries. Neurodiversity is redefined in terms of the positive advantages of being a member of this “status group”. The role and status of this group in society are considered in the light of stratification theorists such as Marx and Bhaskar—with advocacy for group consciousness as a “class within a class” (Marx) in seeking and asserting change, using Bhaskar’s critical realist model. The paper draws on the work of recent scholars and political activists in advocating a model of “humanist class struggle” by the neurodiverse community, adopting Janine Booth’s model of trade union enterprise on behalf of the neurodiverse class of workers.
Highlights
Defining Neurodiversity the Conference for which this paper was prepared focussed on dyslexia, I want to place dyslexia within a broader context of meaning
Britain’s counter-espionage agency GCHQ was actively recruiting “neurodiverse dyslexics” (Hall, 2021), since it has been recognised that such individuals who are likely to explore complexities in the visual and symbolic environment which are crucial in code-breaking and other tasks
I turn to examine briefly dialectical critical realism (DCR) as a model for analysing the social world, and advocating change, which DCR theorists described as morphogenesis (Adam-Bagley et al, 2016)
Summary
The Conference for which this paper was prepared focussed on dyslexia, I want to place dyslexia (a negative word, in which dys implies abnormality and dysfunction1) within a broader context of meaning. Individuals with a particular style of information processing which is not shared by the majority of society, are not abnormal, just as people whose atypical sexual orientation, ethnicity, religion, gender, intellectual level, occupational choice, relationship style
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