To Become an Object Among Objects: Generative Artificial “Intelligence,” Writing, and Linguistic White Supremacy

IF 3.9 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Reading Research Quarterly Pub Date : 2024-09-03 DOI:10.1002/rrq.569
Roberto Santiago de Roock
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Abstract

This paper critically explores the implications of generative artificial “intelligence” (GAI) technologies for literacy theory and practice through a case study of the author's use of OpenAI's ChatGPT. The study opens with an overview of recent literature surrounding the pedagogical implications of using GAI with a focus on issues of racial justice, outlining an abolitionist political ecology approach to literacy that extends relational theories of mediation to machine‐aided writing. The framework is then applied to data from a cognitive autoethnography of GAI use over a 6‐month period, which included a digital ethnography of ChatGPT and an extended semistructured “interview” with the GAI chatbot. Racial justice issues were found, especially linguistic and other biases. As such, soon‐to‐be ubiquitous artificial intelligence (AI) technologies require profound reconsideration of the productive value of literacy exploited by GAI, which will inevitably be pursued through an acquiescence or fundamental rupture with the dystopian visions of the technology's creators.
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成为物体中的物体:生成式人工 "智能"、写作和语言上的白人至上主义
本文通过作者使用 OpenAI 的 ChatGPT 的案例研究,批判性地探讨了生成式人工 "智能"(GAI)技术对扫盲理论和实践的影响。研究开篇概述了近期围绕使用 GAI 的教学意义的文献,重点关注种族正义问题,概述了一种废奴主义政治生态扫盲方法,该方法将中介关系理论扩展到机器辅助写作。该框架随后被应用于对 GAI 使用情况进行的为期 6 个月的认知自我民族志研究中,其中包括对 ChatGPT 的数字民族志研究和对 GAI 聊天机器人的扩展半结构化 "访谈"。研究发现了种族公正问题,尤其是语言偏见和其他偏见。因此,即将普及的人工智能(AI)技术需要对 GAI 所利用的读写能力的生产价值进行深刻的重新思考,这将不可避免地通过默许或从根本上打破技术创造者的乌托邦式愿景来实现。
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来源期刊
CiteScore
10.50
自引率
4.80%
发文量
32
期刊介绍: For more than 40 years, Reading Research Quarterly has been essential reading for those committed to scholarship on literacy among learners of all ages. The leading research journal in the field, each issue of RRQ includes •Reports of important studies •Multidisciplinary research •Various modes of investigation •Diverse viewpoints on literacy practices, teaching, and learning
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