Abstract
In this article, I describe an original teaching activity that explores the intersection of generative AI, poetic inquiry, and posthuman pedagogy, examining how students can critically and creatively engage with disruptive technologies. Using Rosi Braidotti’s posthuman framework (2013, 2019), I consider how generative AI might be used to challenge traditional notions of creativity, authorship, and knowledge production. Through a structured learning activity, students analyze a human poet’s work, generate AI-assisted poetry, and compose their own creative pieces, fostering non-linearity, memory and imagination, and defamiliarization—three key elements of Braidotti’s posthuman thinking. This pedagogical approach encourages ethical, affirmative engagement with AI, offering students a way to navigate and interrogate the evolving relationship between human and machine creativity. Ultimately, this inquiry highlights the transformative potential of generative AI while emphasizing the importance of critical reflection, agency, and relationality in an era of rapid technological change.
Recommended Citation
Deaton, Amanda B.
(2025)
"Creative Engagement with AI through Poetic Inquiry: A Posthuman Pedagogy,"
Feminist Pedagogy: Vol. 6:
Iss.
3, Article 14.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss3/14