Justice-oriented Pedagogies, Affordances inAI, and Ethical Advocacy

deadline for submissions: 
August 31, 2024
full name / name of organization: 
NeMLA (North Eastern Modern Language Association) 2025
contact email: 

Justice-oriented pedagogical practices are adapting to the advent of generative AI by prioritizing equity, inclusion, and critical engagement with these technologies. Educators and writing instructors incorporate discussions and activities encouraging students to critically examine generative AI's societal/ethical/pedagogical/citational impact and explore ways to mitigate potential harms (Bao et al., 2022). Students learn about algorithmic bias and the importance of designing fair and equitable AI systems. They also develop critical literacy skills to evaluate AI-generated content and discern misinformation. Pedagogical approaches amplify what Timnit Gebru (2020) calls the voices of marginalized communities in discussions about AI ethics and governance, ensuring inclusive and diverse perspectives.

Participatory design approaches (Carvalho, 2022) involve students co-creating AI technologies that prioritize social justice and community needs. Students engage in collaborative projects addressing real-world challenges and co-designing AI solutions. Justice-oriented pedagogy empowers students to become what Yingying Tang calls “advocates for ethical AI” (6), acting against injustices perpetuated by AI systems. Students learn about historical and contemporary examples of AI-related injustices and explore avenues for activism, such as advocating for diversity in AI development teams.

In the wake of this ongoing pressure to adapt our justice-oriented pedagogical strategies, many things are on the line: citation justice, linguistic justice, racial-linguistic justice, digital justice, and so on. What could be some innovative approaches to safely adapting our justice-inflected pedagogical practices to the formidably fascinating temptation of affordances in AI? This proposed session’s kairotic value rests on promptly asking this burgeoning question.

This panel calls for paper abstracts (200-250 words) examining how various types of implicit and manifest pressures to harness affordances in generative AI impact our justice-oriented pedagogical practices.