Embodying Justice & Designing Futures: K-12 Teachers’ Engagement with AI and Social Justice Pedagogy

• In Event: Emerging Considerations for Designing In-Service Teacher Training in Generative AI

Abstract

The purpose of this study was to identify ways an in-service teacher professional development program titled, Project L.I.S.T (Literacy, Inquiry, Social Justice, and AI-Technology), supported K-12 ELA and Social Studies teachers integrate AI to promote social justice pedagogy within their curricula. Focusing on three educators’ units on colonization, indigenous rights, and voting rights, research findings exemplify how AI was utilized as an equity tool adapting curricula to strengthen inquiry practices, center marginalized perspectives, expand representation, and guide civic action. Educators emphasized the value of using AI to restore forgotten histories while helping students imagine more just and equitable futures. Implications address research and practice for adopting AI-supported, and justice oriented pedagogies in classrooms.

Authors

• Eric R. Junco, Northern Illinois University

• Razak Kwame Dwomoh, Northern Illinois University

• Hyoju Ahn, Northern Illinois University