From History to Innovation: Feminist Pedagogies, Artificial Intelligence, and Anxiety in Educational Approaches
DOI:
https://doi.org/10.48047/HM.10.1.2024.215-234Keywords:
Feminist Pedagogies, Anxiety, Artificial Intelligence, Educational Approaches,Abstract
The notion of "feminist" has historically been a topic of contention, especially regarding its implementation in educational methodologies. This study examines the convergence of feminist pedagogies, artificial intelligence (AI), and anxiety in higher education, emphasizing the potential of AI technologies to revolutionize educational methodologies while mitigating gender biases and promoting inclusion. This research investigates the impact of AI on resource distribution and academic experiences at universities, drawing upon the historical fight for equality in voting, pay, housing, property ownership, and education. The research seeks to examine the effectiveness of AI-enhanced feminist pedagogies and their capacity to mitigate fears associated with technology integration in educational settings. Semi-structured interviews were performed with female faculty members across many disciplines—education, management sciences, social sciences, natural sciences, and medicine—to obtain perspectives about AI's role in perpetuating prejudices and fostering inclusive learning. The findings, derived from phenomenological and qualitative research approaches, including thematic analysis, indicate both problems and potential in the integration of AI into feminist pedagogical practices. Discussions emphasise that ethical monitoring and multidisciplinary collaboration may reduce gender biases and improve educational experiences.
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