Abstract
This critical essay discusses the suspicion and distrust appearing when educators think that students can (mis)use generative AI tools. The essay argues that education is rife with relations of inequality, reminds us that technologies are never neutral, and explores using uncertainty as a method of resistance to suspicion about students. The suspicion grows from the relations embedded in higher education because power, privilege, and oppression shape the experience of teaching and learning. Technological innovations, such as AI, carry power relations embedded in their designs and assumed uses, making all participants of the learning process vulnerable and disrupting the process itself. The essay invites educators to embrace uncertainty, a degree of the unknown, as a norm to highlight complexity at the intersection of students’ and educators’ positionalities and knowledge as well as the (in)visibility of media ideologies.
Recommended Citation
Rybas, Natalia
(2025)
"Embracing Uncertainty and Resisting Suspicion in the Faculty-Student Relationship,"
Feminist Pedagogy: Vol. 6:
Iss.
3, Article 4.
Available at:
https://digitalcommons.calpoly.edu/feministpedagogy/vol6/iss3/4
Included in
Communication Technology and New Media Commons, Critical and Cultural Studies Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons