BERA UK Podcast

The British Educational Research Association (BERA) is the leading authority on educational research in the UK, supporting and representing the community of scholars, practitioners and everyone engaged in and with educational research both nationally and internationally.BERA is a membership association and learned society committed to advancing research quality, building research capacity and fostering research engagement. We aim to inform the development of policy and practice by promoting the best quality evidence produced by educational research.This podcast consists of research informed content on key educational issues. This podcast gives our members a voice to promote their research and features educational leaders and experts speaking about hot topic issues in Education. Our aim is to produce and promote episodes that attract policymakers, parents, teachers, educational leaders, members of school communities, politicians, and anyone who is interested in education today.

All Episodes

BERA UK Podcast

Rethinking ADHD: Episode 2: "Nothing about us without us": Experiencing Silencing and Epistemic Injustice

July 06, 2026 • BERA UK • Season 10 • Episode 2

0:00 | 58:21

Rethinking ADHD: Voices from Research, Practice and Lived Experience is a podcast mini-series produced for the British Education Research Association (BERA), bringing together researchers, practitioners and people with lived experience to explore what ADHD and neurodiversity really mean in educational settings, and what it would take to do better. Across five episodes, the series moves from the theoretical foundations of Critical ADHD Studies through questions of epistemic injustice, school culture, co-occurring conditions and the social world of neurodivergent young people, drawing on recent scholarship and the expertise of guests who have spent careers and lifetimes thinking about these questions.

Kadodia and Krueger's paper (published online April 2026) makes a philosophically significant intervention: Fricker's widely-used epistemic injustice framework implicitly presupposes neurotypical norms of communication and exchange. The paper reframes epistemic injustice as a distributed, structural phenomenon enacted through socio-material environments rather than primarily through individual prejudice. Their use of Medina's 'meta-lucidity' and niche construction theory provides conceptual tools for rebuilding epistemic environments in ways that genuinely include neurodivergent perspectives. Kadodia's PhD research on predictive processing and autism within a 4E cognition framework, and Krueger's broader work on phenomenology, social cognition and psychopathology, converge in this paper to bring both philosophical rigour and cognitive science to bear on the question of how neurodivergent people are heard (or not) in educational and institutional settings.

Questions are anchored in the paper's own language and examples, and span from classroom to lecture theatre, making the episode relevant to practitioners across educational settings.

Find out more