How AI Changes the Fundamental Structure of the Classroom—Especially the Segregated Ones
The 250th anniversary of the founding of the United States is the kind of milestone that forces the nation to look back and ahead—to consider yesterday and tomorrow. In the current environment where America is trying to make itself great.
The article begins by reflecting on the 250th anniversary of the United States, a milestone that invites reflection on the nation’s past and future. The author, a member of the first free-born generation of Black Americans, argues that the U.S. has never been fully great due to its history of enslavement, segregation, and subjugation. The anniversary coincides with a resurgence of racial animus and a renewed debate over the nation’s founding principles. The author emphasizes that the struggle for racial justice in education is a central part of this broader fight for the nation’s soul.
The article traces the history of Black education in the U.S., highlighting systemic oppression. In the 19th century, anti-literacy laws made it illegal for Black people to learn to read or write, reflecting the deep-seated racism embedded in American institutions. Even today, the author notes that American education remains defined by a 'perennial struggle to exorcise the ghosts of race,' with ongoing de facto segregation in cities like Atlanta and Brooklyn. The author describes this as a 'logical outgrowth' of the country’s origin story, where racial injustice has persisted despite progress.
The article examines the promises of AI-enabled tools in education, which are marketed as revolutionary for personalizing learning and improving efficiency. Companies claim these tools can close racial achievement gaps, but the author questions their impact on the fundamental structure of education. For example, in states that ban subjects like Advanced Placement (AP) African American Studies, AI tools may help students learn efficiently, but they do not address systemic inequities. The author argues that these claims distract from the core injustices in education, such as chronic racial disparities in academic outcomes.
The article critiques the role of Big Tech and edtech companies in education, noting that their claims of revolutionizing learning often overshadow their lack of commitment to racial justice. The author points out that these companies have abandoned racial equity initiatives when political backlash arose, such as after the murder of George Floyd. The author questions why these same companies, which have profited from racial inequities, should be trusted to address them. The article highlights a contradiction: while tech leaders claim to offer solutions, they have failed to support racial justice when it mattered most.
The article discusses the rise of STEM (Science, Technology, Engineering, and Mathematics) education in the U.S., driven by the success of Big Tech companies like FAANG (Facebook, Apple, Amazon, Netflix, Google). Over the past two decades, computer science became one of the most popular fields in higher education, with elite universities seeing record enrollments in CS programs. However, the author notes that this boom coincided with the erosion of affirmative action in higher education and a subsequent workforce upheaval in the tech industry. The article questions whether this focus on STEM has truly benefited marginalized students.
The author warns that the current moment in education and technology poses a new form of exploitation for Black Americans, described as 'digital slavery.' This refers to the potential for AI and tech tools to reinforce existing racial hierarchies, such as through biased algorithms or unequal access to advanced education. The article argues that the enthusiasm for AI in education is misplaced without addressing these deeper structural issues. The author emphasizes that without a commitment to educational justice, AI tools will not lead to meaningful change for segregated schools or marginalized students.
The article highlights the instability of leadership in urban school districts, which undermines long-term educational reform. It notes that the average tenure of a superintendent in the U.S. is 2.7 years, dropping to 18 months for Black women superintendents. This short tenure is insufficient for students to progress through multiple grade levels, let alone for systemic change. The author argues that transformative claims about AI in education ignore this reality, as consistent leadership is necessary for any meaningful progress in addressing racial inequities.
The article references the U.S. *Constitution*, which originally counted enslaved Black people as '*three-fifths of all other Persons*' despite proclaiming equality for all men. This contradiction reflects the nation’s ongoing struggle with racial justice. The author points out that promises of racial equity from powerful institutions, including Big Tech, have often been abandoned when political pressure arises. For example, commitments to racial justice made after George Floyd’s murder were later dropped as racial animus resurfaced. The article suggests that such inconsistencies reveal the true priorities of these institutions.
