Cosmic Pedagogy Meets Machine Logic: K–12 Teachers as Organic Intellectuals in the Era of Generative AI

• In Event: Centering Other Epistemologies in Critical Curriculum Studies

Abstract

This conceptual paper argues that K–12 teachers in bilingual, bicultural, and borderland contexts are not merely educators but organic intellectuals (Gramsci, 1971), shaping the ethical futures of artificial intelligence through pedagogies of memory, resistance, and relational imagination. Anchored in Escritura Crítica Orgánica (ECO), or Critical Organic Writing (COW)—a feminist, decolonial, and spiritual methodology developed by the author—this work explores how border teachers act as nepantleras (Anzaldúa, 1987), bridging ancestral knowledge and machine learning through poetic testimonio and ceremonial writing. Drawing from theoretical foundations laid by Gramsci, Anzaldúa, Freire, hooks, Ellsworth, and Smith, the proposal examines how teachers write, teach, and dream from within ontological, geopolitical, and technological borderlands.

Author

• Hilda Yaneth Sotelo, University of Texas - El Paso