Vol. 31 No. 1 (2026): Winter 2026 [Special Issue: Neuroqueer Identities and Arts-Based Pedagogy]

DOI: https://doi.org/10.37119/ojs2026.v31i1

Published: 2026-03-01

Full Issue

• Download the Full Issue 31.1

Editorial

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  Editorial Vol 31 No 1 Winter 2026

  Kathleen Nolan, Valerie Triggs

  1

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Guest Editorial

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  The Story of Blackout: Neuroqueer Identities and Arts-Based Pedagogy in Education

  Connie Morrison

  2-5

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Foreword

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  Institutional Inhospitality and the Myth of Inclusion

  Pamela Osmond-Johnson

  6-8

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Articles

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  Teaching as Meaning-Making: A Psychological Autoethnography of Blackout and Co-Created Art in Education

  Stefan James

  29-41

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  Up-staging Ourselves: Performing Community as Critical Change in the Blackout Project

  Sarah Pickett, John Hoben

  42-58

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  Understanding How I’m the Problem: Autoethnographic Reflections on Falling into Straight Allyship

  John Hoben

  59-73

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  Creating Space: Making Room for Identity Politics in English Language Arts Class. Lessons from a Community Theatre Project

  Connie Morrison

  74-89

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Essays

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  Where Science Meets Stage: Embracing Art in the Practice of Research

  Sydney Wells

  9-19

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  Seeking Refuge: A Community Educator’s Reflections on Neurodivergent Teaching and Hope

  Courtney Fowler

  20-28

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Author Biographies

• Author Biographies Vol 31 No 1 2026

  90-91

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