Generative AI and re-weaving a pedagogical horizon of social possibility

Abstract

This article situates the potential for intellectual work to be renewed through an enriched engagement with the relationship between indigenous protocols and artificial intelligence (AI). It situates this through a dialectical storytelling of the contradictions that emerge from the relationships between humans and capitalist technologies, played out within higher education. It argues that these have ramifications for our conceptions of AI, and its ways of knowing, doing and being within wider ecosystems. In thinking about how technology reinforces social production inside capitalist institutions like universities, the article seeks to refocus our storytelling around mass intellectuality and generative possibilities for transcending alienating social relations. In so doing, the focus shifts to the potential for weaving new protocols, from existing material and historical experiences of technology, which unfold structurally, culturally and practically within communities. At the heart of this lies the question, what does it mean to live? In a world described against polycrisis, is it possible to tell new social science fictions, as departures towards a new mode of higher learning and intellectual work that seeks to negate, abolish and transcend the world as-is?

Authenticity in Authorship: The Writer's Integrity Framework for Verifying Human-Generated Text

“…In the rapidly evolving landscape of digital content creation, the distinction between human-generated and artificial intelligence (AI)-generated text has become a focal point of ethical, academic, and intellectual debate (Barrett & Pack, 2023;Hall, 2024). With the advent of sophisticated generative AI models, the ability to produce text that mimics human-like quality and creativity has raised significant concerns within academic institutions, research journals, and the broader publishing community (Walters, 2023;Walters & Wilder, 2023).…”