This chapter explores how instructor scrutiny of BIPOC students’ texts affects their voice, indicating broader implications for pedagogical practices.
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.
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Eric Nuamah Korankye (2026) studied this question.
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