Speaker
Description
Attention is increasingly paid to the role of ‘AI tools’ in educational practice. As institutional and pedagogical discussions about the use of ‘AI tools’ expand to involve more and different kinds of participants, expressions of affective experience are often filtered out. This leaves behind a discourse that is institutionally legible in the form of guidelines and best practices, but bears few traces of the struggles with language, metalanguage, cognition and metacognition that characterise reflective engagement with the tools themselves. This paper uses situated practitioner reflection to surface affective tensions around AI use by teachers and students. It draws on the presenter’s interactions at one Finnish university during the 2025-2026 academic year while teaching academic literacies and thesis-writing support to students of English-taught Masters programmes across disciplines. It suggests that a small contribution to building resilient knowledge ecosystems may lie in keeping the affective dimensions of AI use visible within institutional discourse.
| Presenting author | Christopher Jarvis |
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