Speculating on and With GenAI: Responsive and Responsible Postdigital Pedagogies [PREPRINT OR COMPARABLE]
ABSTRACT: This chapter, “Speculating on and with GenAI: Responsive and responsible postdigital teacher education”, shares insights from a youth participatory research project, which invited 50 young people aged 12–17 years and their teachers to hack the Futures of Learning with SWISP Lab. It also speculates on what futures of learning involving generative artificial intelligence (GenAI) might become. These insights lead into a discussion of the critical juncture of teacher education and GenAI in relation to long(er) standing debates and anxieties concerning human-technology-environment relations. This chapter is written in three interconnected parts as we trace the literature informing our thinking (theory) and doing (practice), which reconfigures pedagogy in response to a rapid increase in the general public’s capacity to access and interact with GenAI. Then we take up Latour and Venn’s (2002) concepts of folds and detours to reimagine the relationship between GenAI and teacher education as cyber-social literacies (Kalantzis & Cope, 2024). The chapter ends with a coda written by Vanessa Riley, who explores GenAI in her own practice as a design education expert and secondary school teacher in Australia.
Critical Conversations in Teacher Education, 101–122
Copyright © 2025 SWISP Lab, Sarah Healy, Kathryn S. Coleman and Vanessa Riley
Published under exclusive licence by Emerald Publishing Limited
doi:10.1108/978-1-83608-908-720251016
Funding
The Futures of Learning research and kits for Victorian Design teachers were made possible through the support of Creative Futures Ltd, which established the Creative Futures Design Research and Education Fund at the University of Melbourne.
History
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