† Equal levels of contribution (names arranged alphabetically within each level). ‡ Equal levels of contribution (names arranged alphabetically within each level). § Equal levels of contribution (names arranged alphabetically within each level). Equal levels of contribution (names arranged alphabetically within each level).

The Narratives of Neurodiversity Network (NNN) is a neurodivergent academic, creative, and educator collective that came together with allies during the Covid‐19 pandemic to create a network centred around emerging narratives about neuro-diversity and exploring new ways of learning and socialising. The network focuses on exploring the roles of written, spoken, and visual narratives across cultural locations about neuro‐atypical experiences in generating improved agency and self‐advocacy for those who have been subject to pathologization through neuro‐normativity and intersecting oppression. During the last year, widening access to digital platforms has provided a space to explore these issues outside of traditional academic spaces. We run a monthly “Salon,” our mixed‐media “reading, listening, and watching” group, in an effort to find positive representation within contemporary culture. Discussions have moved beyond mimesis and into a consideration of how narrative and storyworlds can question the supposed naturalness of certain ways of being in and perceiving the world. This article interrogates the network’s core principles of nonhierarchical co‐production, including the roles of creativity, community, identity, and emancipatory research which were animated by the new techno‐social context. We consider the cultural lives of neurodiversity in the West and beyond, including ethical and aesthetic dimensions. We share a faith in the power of storytelling to inform new social identities for neurodivergent people and to inform scientific understandings of atypical cognition. In exploring this, we speak through a porous first‐person plural narrator, to unsettle the idea that there is a hegemonic “we” speaking on behalf of all neurodivergent people.

When Jude the Obscure (1895) was published as a single volume novel, Hardy added the biblical epithet ‘the letter killeth’ to the title page. In Jude and across his works, Hardy revels in moments in which literacy seems to undo itself. This article traces Hardy’s attempts to ‘kill the letter’ through non-standard engagements with orthography as part of a larger proto-modernist approach that destabilizes the fixity of meaning. There are several concerns linked to the growing primacy of literacy that appear time and again in Hardy’s novels, specifically: the alternative literacies of the lesser educated, semiotic multiplicities, and the transformative potential of spelling mistakes. I suggest that Hardy’s treatment of these themes demonstrates a sustained effort to ‘kill the letter’ and challenge the assumption of progress made by the various educational reforms that had taken place in the latter half of the nineteenth century.

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