Handbook of Critical Studies of Artificial Intelligence and Education
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Product details:
- Publisher Edward Elgar Publishing
- Date of Publication 21 May 2026
- ISBN 9781035335862
- Binding Hardback
- No. of pages548 pages
- Size 244x169 mm
- Weight 666 g
- Language English 700
Categories
Long description:
This timely Handbook explores, from a critical studies perspective, the ethical, sociocultural, and political implications of Artificial Intelligence for education. Questioning techno-optimistic narratives surrounding AI, leading international scholars from a range of disciplines address the challenges that AI technologies pose to educators, administrators and policymakers.
The Handbook initiates a necessary conversation regarding the implications of AI for human rights, social justice and equity in education. Chapters offer unique, interdisciplinary perspectives, challenging common assumptions and dominant narratives and providing frameworks for understanding AI’s influence on teaching, learning and governance. Drawing on in-depth reviews and empirical data, the Handbook advocates for critical engagement with the connections between AI and education and for decisive policy and regulation to control its growing impact on educational environments and beyond.
The Handbook is a vital resource for graduate students and academics working in education, educational technologies, and AI in education, particularly those open to exploring critical approaches to the field. It is also an essential read for educators and higher education administrators and professionals grappling with the impact of AI on their institutions, as well as policymakers developing AI policy and regulations for education.
This timely Handbook explores, from a critical studies perspective, the ethical, sociocultural, and political implications of Artificial Intelligence for education. Questioning techno-optimistic narratives surrounding AI, leading international scholars from a range of disciplines address the challenges that AI technologies pose to educators, administrators and policymakers.
Table of Contents:
Contents
Foreword by Audrey Watters xvi
What do you mean by critical AI? by Ilkka Tuomi xix
Introduction to the Handbook of Critical Studies of Artificial Intelligence and
Education 1
Wayne Holmes
PART I CRITICAL PERSPECTIVES ON AI AND EDUCATION
1 Teaching in the age of its technical reproducibility: a critical perspective
on sociotechnical transformations of education 13
Valeria Cesaroni
2 Neither the helm nor the wheel: charting the landscape of agency in highly
automated education 30
Ana Mouta and Emanuele Bardone
3 The new spirit of education and the techno-politics of AI 50
Ron Salaj
4 Whose goals? Challenging the role of AI in education and the need for
student voices 70
Velislava Hillman and Sam Illingworth
5 An Islamically inspired critical pedagogy in the AI era: a multiplex
framework for fostering wisdom 87
Junaid Qadir and Recep Senturk
6 The democratic risks of AI in education: an epistemic perspective 101
Tiina Räisä, Leonardo Espinosa-Leal and Matteo Stocchetti
PART II EDUCATIONAL FRAMEWORKS AND AI LITERACY
7 Sociocultural reimagining of AI Literacy for educators 115
Karen Moran Jackson and Rosemary Papa
8 Pedagogy of AIED 130
Patricia Gibson
9 Modelling critical AI literacies from a posthumanist perspective: a
cognitive assemblage for Human–Technology–World relations 145
Marcelo El Khouri Buzato and Priscila Gonsales
10 Between hype and fear: AI Literacy for the development of critical
educational imaginaries 161
Àlex Valverde-Valencia
11 AI and assessment in education: imagining practices in utopian terms 177
Luis Medina-Gual and Rafael Garcia Campos
12 Towards a taxonomy of AI learning 198
Jeremy Knox and David Lundie
PART III SOCIOCULTURAL AND ETHICAL IMPLICATIONS OF AI IN
EDUCATION
13 Coded crisis and situated algorithms: a decolonial intersectional feminist
perspective on the ethics of AI in education 213
Xinman Liu
14 Discourse before doctrine: the category error at the heart of AI ethics
education 233
Lucas J. Wiese and Daniel S. Schiff
15 A vernacularised taxonomy of harms for AI in education 247
Wm. Matthew Kennedy and Daniel Vargas Campos
16 Critical data and Artificial Intelligence literacies in academic practice 265
Javiera Atenas, Federica Picasso, Chrissi Nerantzi, Leo Havemann,
Anna Serbati, Daniele Agostini and Nicholas Caldwell
17 Artificial Intelligence in education from the perspective of information
ethics: the case of Plan Ceibal in Uruguay 284
Maximiliano Rodríguez-Fleitas and Sofia Ache
18 Posthuman and postgender education: embodying AI subjectivities 295
Manuel López-Pereyra and Diego de Santiago Delfín
PART IV PRACTICAL APPLICATIONS AND CASE STUDIES OF AI IN
EDUCATION
19 Tales of temptation: staff and student reflections on AI and dishonesty in
the neoliberal academy 310
Hakan Ergül and Nicole Brown
20 Ludic perspectives on AI 326
Diane Carr and Bruno de Paula
21 Authentic learning in a GenAI writing classroom? The reality and its
paradox 335
Bernice Yeo
22 Learning, agency, and Generative AI: a grassroots perspective 350
Ignas Kalpokas and Julija Kalpokienė
23 Imaginaries of responsible Generative AI in secondary education 364
Jen Ross, Esther Priyadharshini, Harry Dyer, Ayça Atabey, Colton
Botta, Cara Wilson and Judy Robertson
24 AI in the classroom: using problem-based learning to enhance reflexivity
and build critical thinking skills 384
Judith E. Rosenbaum and Sheridan Kelley Adams
PART V POLICY AND GOVERNANCE OF AI IN EDUCATION
25 After AI: a research agenda for investigating policy and the future of
schooling 403
Kalervo N. Gulson
26 Groundhog AI: power and pedagogy in the face of discourses of disruption
in university policies and position statements 416
Louise Drumm
27 AI and the future of academic labour organising 431
Robert Ovetz and Lindsay Weinberg
28 EdTech policies in South Korea between 2007 and 2023: teachers,
students, and machines 446
Kyungmee Lee
29 Artificial Intelligence and data colonialism in education: Implications for
education governance in the Global South 468
Mauro Jarquín-Ramírez and Enrique-Javier Díez-Gutiérrez
30 Addressing inequalities in the uses of Artificial Intelligence in Higher
Education in Latin America: the AI controversy, a comparison of Ecuador
and Colombia 483
María Belén Albornoz, Cheryl Martens and Ángel Gutiérrez
