Today’s episode argues that Gestalt Language Processors (GLPs) and other neurodivergent students require a different temporal framework for learning, referred to as “gestalt time” or “temporal justice.” The author of the source article, Dr. Jaime Hoerricks, contrasts the “colonial meter” of institutional education, which prioritises speed and efficiency, with the holistic, elastic rhythm by which GLPs truly process information. According to Dr. Hoerricks, the “extra time” accommodation is not a privilege but an act of equity that allows for the necessary silence, recursion, and depth of comprehension, a notion supported by a 1991 study by Runyan. Ultimately, she advocates for shifting pedagogical practices away from productivity-based pacing toward a matristic ethic of care that honors the learner’s internal rhythm.

Here’s the link to the source article: https://open.substack.com/pub/autside/p/extra-time-as-equity-teaching-at

Let me know what you think.

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