Reimagining Online Pedagogy in the Age of GenAI: Centering Course Outcomes for Reading, Writing, and Engaging with Texts through Feminist Rhetorics and Pedagogies

Grounded in GenAI refusal, this essay explores the disconnect between students' growing use of GenAI in online asynchronous English courses and feminist rhetorical and pedagogical principles that support decentered teaching and learning and collective meaning-making. In this light, it offers pedagogical strategies that aim to foreground students' contributions as active and engaged learners and counter to GenAI, especially in how the technology's content is potentially reifying silencing, obscuring, erasure, and theft of intellectual property through its LLMs. As a response to these challenges and as a productive alternative to "policing" student GenAI use, this essay then provides strategies for engaging and responding to many of these challenges and for reinforcing course outcomes focused on close reading and analysis and meaningful engagement with research resources as part of scaffolded writing and research curricular activities.