Potential Abstract: This article examines the intersection of virtual discourses, artificial intelligence, feminist theories, and collective knowledge in the field of education. Through a critical analysis of existing literature, we investigate how AI technologies are shaping virtual learning environments and influencing educational discourses. Drawing on feminist perspectives, we explore the implications of these technologies on issues of gender, power dynamics, and equity within educational settings. We argue that a critical feminist lens is essential in understanding how AI technologies perpetuate or challenge existing social norms and hierarchies in education. Additionally, we consider the potential of AI to facilitate collective knowledge construction and collaborative learning practices in virtual spaces. By examining the ways in which AI technologies are used in educational contexts, we aim to contribute to a more nuanced understanding of the complex interactions between technology, society, and education.
Potential References:
- Digital flesh: A feminist approach to the body in cyberspace
- AI becomes her: Discussing gender and artificial intelligence
- Feminist perspectives to artificial intelligence: Comparing the policy frames of the European Union and Spain
- Feminist AI projects and cyberfutures
- Theorizing femininity in artificial intelligence: a framework for undoing technology’s gender troubles
