Emerging pedagogies: AI, territory, and situated knowledges
Keywords:
Digital colonialism, critical epistemology, educational ethics, artificial intelligence, situated pedagogy, emerging knowledgeSynopsis
This collective book brings together diverse contributions on the use, reflection, and reinterpretation of artificial intelligence in specific educational contexts. From different disciplines, territories, and levels of teaching, the authors address experiences that challenge the instrumental or technocratic view of AI, proposing instead a critical, ethical, and pedagogical understanding. The common thread is the construction of knowledge from practice, with an awareness of the place one inhabits and the social, cultural, and political tensions that permeate contemporary education. Organized into three main sections, the book includes philosophical essays on algorithmic epistemology and digital colonialism, didactic proposals applied to design thinking, medicine, engineering, and economics, as well as pedagogical accounts that combine poetics, ethics, and situated action. The voices that make up this work are not grouped under a single methodological formula, but under a shared intention: to think about pedagogy with AI from the real, the local, and the possible. The result is a heterogeneous work, coherent in its desire to challenge teacher training, university teaching, and educational research from a perspective committed to critical thinking, cognitive justice, and cultural transformation. This proposal is aimed at educators, researchers, and students interested in exploring the ways in which artificial intelligence is incorporated, transformed, or contested in today's classrooms.
Chapters
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Chapter 1. Algorithmic literacy and epistemic inequality: the risk of a new cognitive colonization with AI
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Chapter 2. The Illusion of the Algorithmic Logos: An Ontological and Epistemological Disquisition on Artificial Intelligence in the Post-2020 Era
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Chapter 3. School dropout in Latin America: factors, impact of artificial intelligence, and prevention strategies
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Chapter 4. Co-creation in an Ethical Key: Generative AI, Doctoral Research and Situated Andragogy at UNERMB San Francisco
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Chapter 5. Facilitate, create, reflect: the new role of teachers in literacy for writing, teaching, and learning with generative artificial intelligence
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Chapter 6. Innovations and alternatives in research training in postgraduate education programs. Constructions in everyday life
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Chapter 7. Generative artificial intelligence and design thinking as a transformational learning strategy in initial teacher training
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Chapter 8. Artificial intelligence and scientific dissemination in the faculty of economic sciences at the Central University “Marta Abreu” of Las Villas
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Chapter 9. Lessons learned on the use of digital tools to strengthen critical thinking in university students: Systematization of experiences
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Chapter 10. Teaching the subject of emerging and reemerging diseases based on integrative teaching tasks assisted by artificial intelligence
Downloads
Published
November 30, 2025
Copyright (c) 2025 Rubén González Vallejo (Volume editor); Maideline Almira Batista, María Ofelia Alacal Catalá, Lilianne Dominguez Céspedes, Henry Alberto Rodríguez Urdaneta, María Elena Aguilar Bernal, Manuel Guerra Garcés, Natacha Coca Bernal, Daniela Medina Coronado, Javier Hernández Morales, Edith Mariana Rebollar-Sánchez, Pedro Atilano Morales, Norjhira Romero Pérez, Wuilfran José Duque Andara, Oiraly Cecilia Chirinos Macho, Gabriel Alfonzo Peraza Mora, Pedro Luis Bracho-Fuenmayor, Yohorlin Marta Céspedes Fonseca (Chapter Author)
Details about the available publication format: PDF
PDF
ISBN-13 (15)
978-9915-9851-9-0
How to Cite
1.
González Vallejo R, editor. Emerging pedagogies: AI, territory, and situated knowledges [Internet]. AG Editor; 2025 [cited 2025 Dec. 8]. Available from: https://books.ageditor.org/index.php/books/catalog/book/978-9915-9851-9-0
