AI Environments in Teaching

The second issue of this special double issue of Pedagogy broadens the conversation about generative AI and English studies beyond the college literature and composition classroom, examining its effects across writing centers, middle schools, and international universities. Contributors explore the pedagogical, ethical, intellectual, and affective labor created by AI, particularly as teachers navigate rapidly changing technologies amid uneven institutional guidance and support. Across contexts, the essays turn away from surveillance, fear, and technological determinism to foreground critical AI literacy, rhetorical agency, embodied experience, and relationships between teachers and students. Together, they argue for approaches to AI that keep the distinctly human work of reading, writing, thinking, and learning at the center of literacy education.

Contributors: Hadeel Al Rahal, Biven Alexander, Barclay Barrios, Zachary Beare, Neslihan Bilikozen, Lance Cummings, Rachel Gevlin, Laura Gonzales, Troy Hicks, Wendy Hinshaw, Sipai Klein, Ruth Li, Skyler Meeks, Pearl Kim Pang, Sana Sayed, Andy Schoenborn, and Alexander Slotkin