Abstract

Abstract This chapter examines the rhetorical impact of instructors’ hyper-scrutinization of BIPOC students’ texts for AI involvement on their authorial agency and voice in US writing classrooms, problematizing how AI-surveilling pedagogical practices intersect with raciolinguistic ideologies, epistemic injustice, institutional distrust, instructor bias, and historical deficit-based views of BIPOC students’ multilingual composition.

Journal
Pedagogy
Published
2026-04-01
DOI
10.1215/15314200-12278126
CompPile
Open Access
Closed
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