This article offers sociological reflections on race and neurodiversity in UK higher education (UKHE). Using dialogical knowledge production and collaborative autoethnography, the authors discuss their lived experiences of navigating the politics of neurodiversity and neurotypical hegemony in UKHE as Black sociologists. The central argument explores how race and neurotypical hegemony overexposes Black neurodiverse scholars to a particular and pervasive form of double jeopardy.
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