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\n \n< span style="line-height:normal">Facilitated and chaired by:< /b> Dr Richard Davies and Dr Vanessa Cui\, co-convenors of the Academic Practice Network. For more details about the netw ork and its activities\, please click he re
\ n \nThe rapid institu tional adoption of GenAI in Higher Education (HE) has prompted curricular revisions\, policy respons es\, and “teaching innovations”. Yet much of this discourse remains technocratic: it treats GenAI as a set of tools to be integrated or regulated with out sufficiently interrogating the social\, enviro nmental\, political\, and epistemic conditions tha t shape its development\, design and pedagogical i mpact.\n \n
Drawing on decolonial theory (locate d within post-disciplinarity)\, this paper advance s a critical examination of GenAI in HE that moves beyond the hype and toward questions of critical consciousness\, epistemic disobedience\, and pedag ogies of resistance and refusal. Decoloniality att ends to how racialised epistemic hierarchies\, ext ractive knowledge practices\, and asymmetrical pow er relations have long structured academia. Applie d to GenAI\, this lens exposes not only algorithmi c biases and data inequalities\, but also the embe dded colonial logics in who is imagined as a “lear ner”\, whose knowledge counts\, and whose labour u nderpins the datasets that GenAI systems consume a nd reproduce. Within such a framing\, seemingly “n eutral” practices become sites of power. This pape r contributes to SRHE’s academic practice conversa tions by positioning critical GenAI literacies (in cluding the capacity to recognise complicity in ha rm) as foundational to contemporary pedagogies.
\n \n < p style="margin-bottom:11px\;">Through the reflective analysis of a collection of provoc ations and resources (on Padlet) designed to s upport educators and students\, I argue that HE mu st cultivate their ability to respond\, i.e. our response-ability (including choosing to refu se GenAI)\, pushing us to consider how we can ensu re that students and teachers can maintain their p lace as subjects and not objects of control. The P adlet functions not as a repository of good practi ces but as a reflective space where users are conf ronted with research-based knowledge on the coloni ality of GenAI\, and critical questions about powe r\, accountability\, and pedagogical choices when working (or not) with GenAI in HE. By attending to the intersections of research\, policy\, and peda gogical practice\, this contribution situates GenA I as a contested terrain where educators\, student s\, and institutions must articulate the values th ey wish to uphold. The paper concludes by inviting others to engage in radical dreaming to move towa rd practices that preserve the role of education a s a public good.\n \nSpeaker bio
\n \nDr. Sam Passeport (she.her.hers) is the Founder of No Borders Learning that helps schools and univer sities build relational and relational feedback cu ltures through workshops\, courses\, coaching\, an d creative consulting. She is a French educator wh o has worked across international schools in India and in the Dutch public higher-education sector. She centres critical and relational pedagogies\, t reating feedback as a dialogic encounter through t he lens of socio-materiality. Her doctorate (2025) explored students’ experiences of teacher feedbac k\, using creative research methods.
DESCRIPTION:SRHE Members must log-in (https://srhe.ac.uk/wp-lo gin.php) to access member registration rates \n \n \n \n Facilitated and chaired by: Dr Richard Davi es and Dr Vanessa Cui\, co-convenors of the Academ ic Practice Network. For more details about the ne twork and its activities\, please click here\n \n \n \n Overview\n \n \n \n The rapid institutional adoption of GenAI in Higher Education (HE) has pro mpted curricular revisions\, policy responses\, an d “teaching innovations”. Yet much of this discour se remains technocratic: it treats GenAI as a set of tools to be integrated or regulated without suf ficiently interrogating the social\, environmental \, political\, and epistemic conditions that shape its development\, design and pedagogical impact.\ n \n \n \n Drawing on decolonial theory (located w ithin post-disciplinarity)\, this paper advances a critical examination of GenAI in HE that moves be yond the hype and toward questions of critical con sciousness\, epistemic disobedience\, and pedagogi es of resistance and refusal. Decoloniality attend s to how racialised epistemic hierarchies\, extrac tive knowledge practices\, and asymmetrical power relations have long structured academia. Applied t o GenAI\, this lens exposes not only algorithmic b iases and data inequalities\, but also the embedde d colonial logics in who is imagined as a “learner ”\, whose knowledge counts\, and whose labour unde rpins the datasets that GenAI systems consume and reproduce. Within such a framing\, seemingly “neut ral” practices become sites of power. This paper c ontributes to SRHE’s academic practice conversatio ns by positioning critical GenAI literacies (inclu ding the capacity to recognise complicity in harm) as foundational to contemporary pedagogies.\n \n \n \n Through the reflective analysis of a collect ion of provocations and resources (on Padlet) (htt ps://padlet.com/sampasseport/critical-genai-in-edu cation-i6yqfgem39frkrzs) designed to support educa tors and students\, I argue that HE must cultivate their ability to respond\, i.e. our response-abil ity (including choosing to refuse GenAI)\, pushing us to consider how we can ensure that students an d teachers can maintain their place as subjects an d not objects of control. The Padlet functions not as a repository of good practices but as a reflec tive space where users are confronted with researc h-based knowledge on the coloniality of GenAI\, an d critical questions about power\, accountability\ , and pedagogical choices when working (or not) wi th GenAI in HE. By attending to the intersections of research\, policy\, and pedagogical practice\, this contribution situates GenAI as a contested te rrain where educators\, students\, and institution s must articulate the values they wish to uphold. The paper concludes by inviting others to engage i n radical dreaming to move toward practices that p reserve the role of education as a public good.\n \n \n \n Speaker bio\n \n \n \n Dr. Sam Passeport (she.her.hers) is the Founder of No Borders Learni ng that helps schools and universities build relat ional and relational feedback cultures through wor kshops\, courses\, coaching\, and creative consult ing. She is a French educator who has worked acros s international schools in India and in the Dutch public higher-education sector. She centres critic al and relational pedagogies\, treating feedback a s a dialogic encounter through the lens of socio-m ateriality. Her doctorate (2025) explored students ’ experiences of teacher feedback\, using creative research methods.\n \n CATEGORIES:Conference CALSCALE:GREGORIAN DTSTAMP;TZID=Europe/London:20260921T130000 DTSTART;TZID=Europe/London:20260921T130000 DTEND;TZID=Europe/London:20260921T140000 LOCATION:Online event\, link will be provided\n URL:https://srhe.ac.uk/civicrm/event/info/?reset=1&id=807 END:VEVENT END:VCALENDAR