
Rewiring for Artificial Intelligence
Education, Contemporary Issues, and Futurities
Edited by:
Nicholas Ng-A-Fook, University of Ottawa
Patrick Phillips, University of Ottawa
A volume in the series: Contemporary Perspectives in Philosophy and Technology. Editor(s): Nicholas Ng-A-Fook, University of Ottawa. Bryan Smith, James Cook University. Cristyne Hébert, University of Regina.
Call for Chapter Proposals
Morpheus: This is your last chance. After this, there is no turning back. You take the blue pill—the story ends, you wake up in your bed and believe whatever you want to believe. You take the red pill—you stay in Wonderland and I show you how deep the rabbit hole goes. (The Matrix, 1999)In The Matrix AI is portrayed as both a powerful force of control and an agent of liberation, raising profound questions about the nature of reality, autonomy, and knowledge. Much like the iconic red pill that reveals the truth, Artificial Intelligence (AI) in education holds the potential to transform our understanding of (un)learning, agency, and our relational boundaries and/or possibilities among humans, machines, and more-than-human worlds. As Artificial Intelligence (AI) continues to redefine the technological, economic, and political landscapes, it is also transforming the ways in which we engage with curriculum, philosophy, educational research, contemporary issues, and/or imagining alternative futurities. As we navigate an era increasingly shaped by AI, we are faced with several—(un)foreseen—choices: will we let algorithms “dictate” our (X) futures, or will (can) we take control, shaping it to promote social justice, a just world, in and beyond our philosophical reflections?
This edited collection then, “Rewiring for Artificial Intelligence: Philosophies, Contemporary Issues, and Educational Futurities,” seeks to explore how we can critically rewire our approaches to AI, ensuring that it not only integrates “seamlessly” and into and across different educational contexts but also raises “unseemly” philosophical and ethical questions. This volume will focus, in part, on the rapidly evolving field of Artificial Intelligence (AI) and implications for higher education, teacher education, and/or K-12 public schooling system. We seek contributions that engage with AI not only as a technological phenomenon but as a powerful philosophical and social force that promises to shape the future of education and the contours of our different fields of study. Much like The Matrix encourages its viewers to question reality itself, in this edited collection, we invite contributors to put forth how AI could act as both the architect of new forms of knowledge production and the key to breaking free from established structures, as we reimagine the possibilities of (un)learning in an AI-governed world. We are calling for scholars to delve into the complex interplay among AI, contemporary educational challenges, and the troubling futures of (un)learning. We invite authors to be thought-provoking and to push the limits on how far the AI in education rabbit hole goes.
We encourage contributions that explore the intersections of AI in relation to following areas:
Curriculum Studies: How does AI redefine what and how we teach? What is the role of AI in reshaping curriculum, and how does it influence knowledge, power, and identity in educational contexts from K-12 public schooling, higher education, and/or teacher education?
Cultural Studies: How does AI intersect with narratives, identities, and power structures in relation to different cultures? This category invites contributors to explore the role of AI in shaping cultural production, representation, and the distribution of cultural knowledge(s). How might AI influence or disrupt dominant settler colonial narratives, and in what ways can it both challenge and perpetuate global hierarchies of power? Contributors are encouraged to examine AI’s impact on media, art, language, and cultural expressions, as well as its role in shaping or transforming cultural identities and practices within different communities.
Teacher Education: How is AI impacting teacher preparation, professional (un)learning, and the pedagogical practices of educators? What are the implications of AI for future educators, both in teacher education programs and in their ongoing professional lives? How is AI impacting teacher education and the professional responsibilities of educators? What are the possibilities and dangers of AI in shaping future educators’ roles?
Higher Education: How is AI reshaping the landscape of higher education in terms of teaching, research, and institutional governance? What new ethical and philosophical challenges does AI introduce in the context of universities and colleges?
Social Justice and Equity: How can AI be used to address or exacerbate inequities in education? What are the ethical and societal implications of “deploying” AI in diverse educational settings, particularly in relation to communities that have been marginalized by settler colonial logics?
Philosophical Inquiry and Posthumanism: What are the philosophical implications of AI's integration into education? How does AI challenge our understanding of human agency, consciousness, and the nature of (un)learning in a posthuman world as one example?
Digital Ethics and Citizenship: In an era of increasing AI governance, how do we prepare students to become responsible digital citizens? What ethical frameworks are needed to navigate the complexities of AI in the classroom and their lives outside of the classroom? This category invites contributions that not only address the ethical dimensions of AI but also critically examine how AI systems can perpetuate and/or challenge settler colonialism. How can we “decolonize” digital spaces and educational technologies to ensure that AI promotes justice, equity, and the dismantling of oppressive systems, rather than reinforcing settler colonial narratives? Can we? Contributors are encouraged to explore the intersections of AI, digital ethics, and the ongoing resistance to settler colonialism in shaping “responsible” and critically engaged citizens.
Experimenting with AI “Tools” and Educational Research Methodologies: How are AI-driven technologies transforming the ways we conduct research in education? What new possibilities and challenges emerge when AI “tools” are used for data collection, analysis, and interpretation? Contributors are encouraged to critically examine the potential of AI to reshape research methods, challenge traditional paradigms, and offer new insights. This category also seeks to address ethical considerations and the implications of using AI in research, particularly in relation to bias, transparency, and the role of human agency in educational research processes.
Unforeseen Speculations: What are the speculative futures of AI in education and society that we have yet to imagine? How might AI impact human (un)learning, social structures, or the nature of knowledge in ways that are still unknown? This section invites contributors to explore the uncharted territories and unexpected consequences of AI’s “unseemly” integration into and across our work as teacher educators, teachers, and educational researchers.
Submission Guidelines:
We invite fellow scholars, researchers, educators, philosophers and interdisciplinary thinkers to submit chapter proposals that address these themes and other related topics. We seek chapters that are both forward-thinking and grounded in different methodological and philosophical traditions that draw on, and/or address contemporary issues.
Chapter Proposal Submission:
Abstract: An abstract (300-word max) outlining the chapter's key concepts, thesis focus, relevance to the chosen volume's theme, and methodological approach.
Author(s) Biography: A brief (150-word) bio including research and institutional affiliation.
Abstract Submission Deadline: November 29th, 2024.
Please submit your proposals here by November 29th, 2024. Authors whose proposals are accepted will be invited to submit full chapters (6,000–8,000 words) for peer review. We will notify authors of their inclusion to the edited collection by December 20th, 2024.
We look forward to receiving your proposals and collaborating on this exciting project that aims to shape in part some of our past, current, and future understandings of the implications of for our work and wider fields of study.
For more information, contact: aifuturitiesineducation@gmail.com
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