AI Literacy: An Exercise in Power-Knowledge

Brady D. Lund, Zoë Abbie Teel (2026) — arXiv:2607.27547 (cs.AI, cs.CY)

📄 Full text (arXiv)

Summary

Argues existing AI literacy frameworks, dominated by technical competency and responsible-use principles, enforce a consumer orientation toward AI rather than fostering genuine epistemic agency. Draws on Foucault's power-knowledge framework to propose a critical AI literacy that empowers learners to shape and challenge AI systems rather than merely use them.

The work connects to broader discussions in AI and education around ai-literacy, equity, critical-thinking, contributing to our understanding of how ai literacy shapes educational practice.

Key Contributions

• Contributes empirical or theoretical advances relevant to the ai-literacy domain

• Published in 2026, reflecting the fast-moving landscape of AI in education research

• Engages with questions of equity and educational theory in educational contexts

Related Pages

• ai-literacy

• equity

• critical-thinking

• digital-literacy

• generative-ai

Citation

APA: Brady D. Lund, Zoë Abbie Teel (2026). AI Literacy: An Exercise in Power-Knowledge. arXiv:2607.27547. cs.AI, cs.CY.