Editorial

Editorial work shapes who is heard, how knowledge is framed, and what counts as quality.

I understand editorial practice as a form of cultural and institutional design. It operates where decisions about voice, legitimacy, clarity, and value are made, often implicitly, and often in ways that exclude neurodivergent contributors.

My work examines and intervenes in these conditions.

  • My editorial practice is grounded in earlier publishing work with RASP, where editing was treated as a site of inquiry rather than correction.

    Through the publication of anthologies by dyslexic writers, I explored authorship and authority directly. Dyslexia was not treated as a deficit to be edited out, but as a lens through which dominant assumptions about clarity and quality could be questioned.

    The editorial question was not how to make writing conform, but what happens to our idea of quality when different cognitive styles are allowed to stand.

    Publishing became a way of examining how literary, academic, and cultural standards are produced and who they exclude.

  • Through editorial board work with the journal Neurodiversity, published by SAGE Publishing, editorial practice operates at a structural level, engaging questions of:

    • research legitimacy

    • methodological clarity

    • disciplinary boundaries

    • standards of evidence

    Neurodiversity functions as a signal, revealing where inherited norms of academic quality may limit participation or flatten complexity.

  • I undertake independent editorial research. This work focuses on how knowledge about neurodiversity, access, and participation is translated between academic research and cultural practice. Editorial activity includes:

    • shaping research for public and cultural contexts

    • examining how funding, policy, and institutional language frame inclusion

    • developing shared terms between academic and creative sectors

    The emphasis is on editorial judgement rather than attribution, and on process rather than publicity.

  • Across contexts, neurodiversity functions as an editorial signal.

    Moments of friction, misfit, or exclusion point to editorial decisions embedded in systems:

    • assumptions about coherence and linearity

    • expectations of pace and productivity

    • norms of professionalism and tone

    • ideas of what “good” work looks like

    Approaching accessibility editorially shifts the task from correcting contributors to editing the conditions under which contribution is possible.

Work With Us

Editorial Services

Work with me

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Editorial collaboration

I collaborate on research, publishing, and cultural writing to shape narrative architecture and clarify authorship.

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Critical review

I review editorial criteria, guidance, and review processes to make standards visible, explicit, and negotiable.

Public learning

I integrate editorial thinking into teaching and mentoring, treating the edit as a pedagogical and reflective tool.

This work makes standards accountable.

Advisory work

I advise institutions on authorship, quality, and access, focusing on how standards are defined and applied.

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