Abstract
This forum essay examines artificial-intelligence policy in introductory communication courses through the lens of critical communication pedagogy. It identifies a tension between institutional pressures for readily enforceable, surveillance-oriented AI policies and relational approaches that support instructors’ and students’ long-term agency. Drawing on problem-posing pedagogy, the authors argue that prepackaged policies can position teaching assistants as policy enforcers rather than reflective educators. They propose collaborative policy development as a means of fostering dialogue, ethical discernment, human connection, and critical engagement with AI’s role in communication education.
DOI
10.31446/JCP.2026.1.12
Recommended Citation
Fassett, D. L., & Park, N. S. (2026). AI and agency: Policy as problem posing in the introductory communication studies classroom. Journal of Communication Pedagogy, 10, 139–144. https://doi.org/10.31446/JCP.2026.1.12
