Two steps forward, one step back

While I still go back to Haraway’s “Situated Knowledges” for the argument that every view comes from somewhere, these days, the writer I read most closely on technology is Dr. Tressie McMillan Cottom.

Haraway asks where a knowledge claim is standing, while Dr. Tressie asks who pays for it. Lower Ed traced how for-profit colleges sold credentials to audiences the rest of higher education had shut out. In a TikTok mini-lecture on AI, politics, and inequality, she carried that analysis forward using Daniel Greene’s “access doctrine,” which holds that the answer to economic inequality is more skills rather than more support, and which universities facing their own precarity have leaned into. Audrey Watters and Ed & Class both wrote it up.

Her March 2025 Times column argued that the fantasy appeals to risk-averse organizations because it promises control and oversight. Neil Selwyn’s notes on the column apply it directly to educational AI.

Her question fits my work life better right now while AI begins to show up in procurement, policy and training decks, and her ongoing attention to pedagogy keeps the conversation tied to what happens between a teacher and a student. I read Haraway for the epistemology and Dr. Tressie for the current evidence of how it plays out in real classrooms.