PERSPECTIVE article
Front. Commun.
Sec. Culture and Communication
Volume 10 - 2025 | doi: 10.3389/fcomm.2025.1598082
This article is part of the Research TopicTeaching and Assessing with AI: Teaching Ideas, Research, and ReflectionsView all 6 articles
REFLECTION-AI: Artificial Intelligence or Algorithmic Instruction Problem? Empowering Students through Situated Knowledges-based Reflexivity
Provisionally accepted
- Department of Communication, University of Illinois Chicago, Chicago, United States
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This article argues for a socio-technical rethinking of the contexts of teaching and assessing with artificial intelligence (AI), whether viewed as a threat or an opportunity. Drawing on technology studies and critical reflection on student experiences with English academic writing assignments in pre-AI era Korea, I reposition the "AI problem" as a cultural problem, namely an "algorithmic instruction" problem concerning structural prioritization of formulaic student work and pedagogical standardization, not a novel technology or individual moral(e) problem. Therefore, cultural, structural solutions are desirable. As potential breakthroughs, critical feminist epistemology of situated knowledges and qualitative methodological practice of reflexivity are discussed. Four practical mottos inspired from the concepts are introduced: 1. Building from positionality and reflexivity; 2. Memorization to (aided) storytelling; 3. "I" to "beyond-I" scaffolding; and 4. Evaluation to celebration. Examples from personal teaching experiences and implications for AI integration are discussed. Sustainable (re-)imaginations of AI in pedagogy are recommended.
Keywords: artificial intelligence, Algorithmic culture, algorithmic instruction, Situated knowledges, reflexivity, pedagogy
Received: 22 Mar 2025; Accepted: 06 May 2025.
Copyright: © 2025 Kim. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Do Own (Donna) Kim, Department of Communication, University of Illinois Chicago, Chicago, United States
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