Doubles défis - Doubles forces

Titre original en anglais : Dual Challenges – Dual Strengths

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Callander, K. A. (2025). Dual Challenges – Dual Strengths. In Neurodivergent Education and Lifelong Learning (pp. 23-48). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-8044-4.ch002

Date de publication: 08/08/2025 Ajout dans AutiHub: 05/07/2026 Type: Chapitre de livre Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
1
Auteur·ices de la publication identifié·es comme autistes
1 / 1 (100,0 %)
  1. Katrine Alma Callander *

Résumé

Ce chapitre examine l'intersection des identités neurodivergentes et de la parentalité dans l'enseignement supérieur, en mettant en évidence les défis et les forces cumulés auxquels sont confrontés les parents neurodivergents. Il met en lumière la position liminale consistant à concilier les responsabilités universitaires et la parentalité en tant que personne neurodivergente, et plaide en faveur de pratiques plus inclusives dans le milieu universitaire. S'appuyant sur des recherches qualitatives empiriques et sur la littérature, il examine les obstacles systémiques, la stigmatisation et les doubles exigences des rôles d'aidant et universitaires, tout en soulignant les contributions uniques des parents neurodivergents au milieu universitaire. Ancré dans le modèle social-relationnel du handicap et le paradigme de la neurodiversité, il remet en question les perspectives pathologisantes afin de favoriser l'inclusivité. En plaçant les expériences vécues au centre, ce chapitre appelle à des réformes structurelles en faveur de pratiques qui affirment la neurodiversité et approfondit la compréhension des complexités auxquelles les personnes neurodivergentes sont confrontées pour concilier les rôles universitaires et parentaux.

This chapter examines the intersection of neurodivergent identities and parenthood in higher education, highlighting the compounded challenges and strengths faced by neurodivergent parents. It highlights the liminal position of balancing academic responsibilities with parenting as a neurodivergent individual, advocating for more inclusive practices in academia. Drawing on empirical qualitative research and literature, it examines systemic barriers, stigma and the dual demands of caregiving and academic roles, while also noting the unique contributions of neurodivergent parents to academia. Grounded in the social-relational model of disability and neurodiversity paradigm, it challenges pathologising perspectives to foster inclusivity. By centring lived experiences, the chapter calls for structural reforms for neurodiversity-affirming practices and deepens understanding of the complexities neurodivergent individuals face in balancing academic and parenting roles.

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
41
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
12 / 41 (29,3 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
26 / 136 (19,1 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 26 / 84 (31,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 21 / 124 (16,9 %).
Occurrences citées rattachées à la base AutiHub
84 / 136 (61,8 %)
Auteurices cité·es distinct·es rattaché·es : 73 / 124 (58,9 %)
Occurrences rattachées, non identifiées comme autistes
58 / 84 (69,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 58 / 136 (42,6 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 52 / 73 (71,2 %).
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