ABSTRACT
In this chapter, the author will draw from personal experiences as well as current research on autism, neurodivergence and narrative agency, to examine some of the challenges autistic and neurodivergent higher education lecturers face in the current climate. He will argue that the individual and collective practices of neurodivergent academics offer:
practical critiques of the normalised working practices and material conditions in higher education, as well as
intellectual and ethical commentaries on the burgeoning neoliberal conditions of contemporary academia.
