Philosophical enquiry and autism: story/ing/ied bags of unexpected human and more-than-human encounters in speechlanguage therapy and classroom spaces
This study is located within early childhood education, early childhood intervention and childhood dis/ability studies. The aim of the thesis is to explore the concept of ontoepistemic injustice for autistic children with/in educational and therapeutic settings. Current pedagogies and interventions are embedded in human-centric ontologies that position autistic child as lacking, immature, and often incapacitated epistemologically.

