POST-CRITICAL MEDIA LITERACIES IN TEACHERS: IDENTIFY ABLEISM IN GENERATIVE AI AND EDUCATIONAL PRACTICES

Marika Mascitti, Salvatore Messina, Chiara Panciroli

Abstract


This study investigates how 163 support teachers engaged with generative AI to represent inclusive classrooms (Shew, 2023; Meyer et al., 2014). Through a mixed-method design, it analyzes their abilities to detect bias (decoding) and to guide AI outputs via prompts (encoding). Results highlight limited awareness of ableist patterns and the potential of “Post”-Critical Media Literacy (Kellner & Share, 2007) to foster inclusive, reflective AI use in education.


Keywords


PCML; techno-ableism; teachers’ competencies; AI literacy

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References


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DOI: https://doi.org/10.32043/gsd.v9i1.1481

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