Relational pedagogies in an age of GenAI

Editors

• Karen Gravett, University of Surrey
• Naomi Winstone, University of Surrey
• Kieran Balloo, Southern Cross University

Description

This special issue explores relational pedagogies—teaching practices emphasizing meaningful connections between teachers and students, and engagement with both human and nonhuman entities like digital technologies—within contemporary higher education contexts shaped by generative artificial intelligence. Relational pedagogies foster emotional and affective dimensions of education while challenging competitive individualistic approaches.

The rapid emergence of GenAI is fundamentally reshaping how educators and students interact, redefining educational practices politically, practically, and ideologically. The special issue seeks critical perspectives on how GenAI reconfigures relationality in higher education, addressing questions about student engagement with AI outside educator control, evolving assessment and feedback practices, care in digitalized contexts, equity implications, and the ethical and environmental concerns these technologies raise.

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Potential topics

• Discourses surrounding GenAI and pedagogy
• Relationality with respect to assessment practices
• Relational feedback processes
• The role of care and its connection with GenAI in contemporary universities
• The intersection of AI technologies with notions of mattering and belonging
• Research into academic work and relational connections
• The materiality of education
• Political and ethical questions regarding digital technologies such as surveillance, datafication, and agency
• GenAI's environmental impacts and their intersection with pedagogical, ethical, and political questions
• Posthuman, sociomaterial and feminist materialist perspectives
• How does students' use of GenAI reshape relationships and pedagogies?
• What role do emotions, affective relations, and embodied experiences play for students and educators in an age of GenAI?
• How do relational pedagogic encounters with GenAI blur the boundaries between human and machine?
• How are GenAI technologies changing relational assessment practices in higher education?
• How are relational feedback processes evolving as a result of GenAI technologies?
• What new methods are needed to understand our relationship with digital and GenAI technologies in higher education?
• What questions does GenAI raise for equity perspectives on relationality?
• What new theoretical and critical approaches are being engaged to investigate relational pedagogies and relationality in the age of GenAI?