Cognitively Neutral

As part of my doctoral journey, I intend to maintain a reflexive research journal documenting both the development of my ideas and the cognitive processes involved in producing them. This journal will distinguish between direct observations, subjective experiences, theoretical interpretations and emerging research questions. By doing so, I hope not only to strengthen the transparency and rigour of my own research but also to contribute to broader discussions about how neurodivergent researchers generate knowledge within academic environments.

I believe there is value in recognising that conventional academic practices are not cognitively neutral. The dominant expectation that ideas should develop and be communicated through linear written language may unintentionally privilege some ways of thinking while creating additional barriers for others. Reflecting on these processes is therefore not simply a personal exercise but may contribute to a wider understanding of accessibility, inclusion and epistemic diversity within higher education.