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Unveiling Power Dynamics In Ai-Enabled Education: A Foucauldian Perspective

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  • Khanyisile TWABU

    (University of South Africa, South Africa)

Abstract

This paper explores the complex interplay between artificial intelligence (AI) and education through Michel Foucault's governmentality theory. It investigates how AI affects power dynamics, knowledge dissemination, surveillance, and individual agency in educational contexts. By applying Foucault's concepts of biopower, disciplinary power, and control, the paper uncovers the intricacies of AI in learning environments. It stresses the importance of ethical governance, critical reflection, and responsible decision-making in utilising AI for education. The analysis highlights the need to understand AI's influence on knowledge formation, educational hierarchies, and student experiences. It examines surveillance in AIpowered education, revealing control and regulation nuances. The paper emphasises addressing power imbalances, ensuring privacy, and promoting transparency in AI-driven education. It contributes to discussions on technology's ethical and practical implications in education, calling for strategies that prioritise student well-being, equity, and empowerment as technology evolves.

Suggested Citation

  • Khanyisile TWABU, 2024. "Unveiling Power Dynamics In Ai-Enabled Education: A Foucauldian Perspective," Annals of the University of Craiova, Series Psychology, Pedagogy, Teacher Training Department, University of Craiova, vol. 46(2), pages 162-176, December.
    • Handle: RePEc:edt:aucspp:v:46:y:2024:i:2:p:162-176
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    References listed on IDEAS

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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