
Essays from an autistic transfemme educator navigating care, justice, and neurodivergence in a world not built for us. These monologues are offerings—gestalts that long for dialogue, held in AuDHD time.
| Platform | Pricing | Only free issues | Publishes | Daily | |
|---|---|---|---|---|---|
| Issues | 2010 | Founded | 4 years ago | Last Issue | 5 days ago |
| Active | |||||

From arithmetic to calculus, school maths often withholds the field and hands students fragments. This piece asks why the whole keeps arriving as remediation, what classroom ecologies switch maths on, and who benefits when it stays procedur...
Four years of English often means four years of compliance with form. This piece asks why schools confuse sequencing with literacy, how many GLPs enter through pattern and resonance, and why the essay often grades obedience as much as meani...
School history often arrives as boxes: world, country, government, economics. Dates pile up, but the machinery stays hidden. This piece asks what happens when history is taught as sequence instead of structure—and who that fragmentation ser...
A classroom is not a neutral container for curriculum. It can switch learners on or cut them off. This piece names the ecology beneath the lesson—safety, pacing, sensory fit, pattern, trust, and meaning—and asks why systems keep treating th...
A true spiral returns to the whole and deepens it. Too often, schools scatter partial exposures across grades and hope memory will do the rest. This piece asks why “coverage” keeps getting mistaken for continuity—and who pays the price.
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The writers behind this newsletter.
Educator, Writer, System Disruptor | AuDHD GLP & Trans | Teaching & writing as resistance | She / Her | No Place for Autism, Holistic Language Instruction, Decolonising Language Education, Liminal Echoes, In the Stillness of Chaos
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