- WIP
- info and references about managing confidentiality
- refereces and bibliography
The ability for students to be open about their neurodivergence is key for me to collect helpful information. The project is trying to empower students; therefore it needs to deal with vulnerability.
Having done an MA before, where I was collecting information about body measurements amongst other data, I was already familiar with the requirements for confidentiality and data management required in research. I found this aspect straight forward this time, but I remember it being overwhelming the first time around.
ADD info about managing the confidentiality aspect
My main concern this time was coming across as a friendly face, a safe person to talk to about what makes neurodivergence positive or negative. I have figured that the best thing to do would be to make myself visible as a neurodivergent peer. I often wear my ADHD T-shirt when teaching (especially for the Critical Path and Planning seminar) and also disclose my Dyslexia with students. I find this is not only helpful with the research I am conducting but also in my teaching; it makes me more accessible. Students are more likely to tell me if they do not understand something so I can explain it to them again or differently. It makes lectures less scary, especially when it’s about being organised or doing complex activities.
As for the power imbalance, I have included in most of my communication that I am a student just like them when it comes to this project, and any interaction related to the project is in no way affecting our tutor/student relationship. I also participate to the conversation by sharing my experiences or points of view; for example the fact I have had a different experience because of my late diagnosis or how I am accepting my difficulties.
This has not only affected the ARP project, it has also impacted on the atmosphere in class. I am not sure if it’s just that I feel more relaxed admitting that I zoned out, or why I struggle to learn their names, but it does feel like the students are more forecoming with their questions.
References:
https://hbsp.harvard.edu/inspiring-minds/why-and-how-to-embrace-vulnerability-in-your-classroom