Administrative Genres and the Limits of Linear Educational Evaluation

Educational policy documents are often treated as neutral administrative instruments. This paper argues that the Loi sur l’instruction publique (LIP) in Geneva functions as a "chrononormative" genre that enforces linear cognitive development as a prerequisite for institutional legitimacy. Drawing on Rhetorical Genre Studies and neurodiversity scholarship, the analysis demonstrates how the LIP’s reliance on age-based "cycles" and "retention" creates a hostile user experience for neurodivergent learners. The paper concludes by proposing Competency-Based Education (CBE) as a counter-genre that aligns institutional validity with cognitive diversity.