[ { "key": "FV3BKB4D", "version": 322, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/FV3BKB4D", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/FV3BKB4D", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Shapiro", "parsedDate": "2022", "numChildren": 0 }, "data": { "key": "FV3BKB4D", "version": 322, "itemType": "book", "title": "Cultivating Critical Language Awareness in the Writing Classroom", "creators": [ { "creatorType": "author", "firstName": "Shawna", "lastName": "Shapiro" } ], "abstractNote": "Shapiro presents a framework for 'critical language awareness' in writing pedagogy, arguing that effective writing instruction must help students understand the social, political, and ideological dimensions of language conventions rather than simply transmitting 'correct' usage. The book combines theoretical grounding in applied linguistics, translanguaging, and critical pedagogy with practical classroom strategies for instructors working with linguistically diverse student populations. Shapiro challenges assumptions about 'standard' academic English and proposes a more inclusive, justice-oriented approach to teaching writing.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "1st", "date": "2022", "publisher": "Routledge", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "", "DOI": "10.4324/9781003171751", "citationKey": "shapiro2022CultivatingCriticalLanguage", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "PE1404 .S47 2022", "rights": "", "extra": "Generated abstract. Note: publication date is 2022 per publisher records. Please verify against your copy.\ntex.ids= shapiro2021CultivatingCriticalLanguage, shapiro2021CultivatingCriticalLanguagea, shapiro2022CultivatingCriticalLanguagea\nDOI: 10.4324/9781003171751\nplace: New York", "tags": [ { "tag": "academic writing" }, { "tag": "applied linguistics" }, { "tag": "assessment" }, { "tag": "composition" }, { "tag": "composition studies" }, { "tag": "critical language awareness" }, { "tag": "cultural capital" }, { "tag": "english language learners" }, { "tag": "equity" }, { "tag": "hidden curriculum" }, { "tag": "higher education" }, { "tag": "inclusive pedagogy" }, { "tag": "language ideologies" }, { "tag": "linguistic diversity" }, { "tag": "linguistic justice" }, { "tag": "multilingualism" }, { "tag": "routledge" }, { "tag": "shawna shapiro" }, { "tag": "social justice" }, { "tag": "social power" }, { "tag": "translanguaging" }, { "tag": "unessay collection" }, { "tag": "writing classroom" }, { "tag": "writing pedagogy" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T18:35:54Z", "dateModified": "2026-03-25T18:35:54Z" } }, { "key": "TRKRF3KZ", "version": 321, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/TRKRF3KZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/TRKRF3KZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Mboa Nkoudou", "parsedDate": "2021", "numChildren": 0 }, "data": { "key": "TRKRF3KZ", "version": 321, "itemType": "bookSection", "title": "Epistemic Alienation in African Scholarly Communications: Open Access as a Pharmakon", "creators": [ { "creatorType": "author", "firstName": "Thomas Hervé", "lastName": "Mboa Nkoudou" }, { "creatorType": "editor", "firstName": "Martin Paul", "lastName": "Eve" }, { "creatorType": "editor", "firstName": "Jonathan", "lastName": "Gray" } ], "abstractNote": "This chapter argues that African scholars face a form of epistemic alienation embedded in the structures of global scholarly communication, whereby dominant models of knowledge production and dissemination systematically marginalise African epistemologies and research outputs. Drawing on the Derridean concept of the pharmakon—a substance that is simultaneously remedy and poison—Mboa Nkoudou examines open access as an ambivalent intervention: one that promises broader participation in global knowledge networks while potentially reinforcing the same colonial infrastructures it purports to remedy. The chapter situates African scholarly communication within a history of intellectual dependency and calls for decolonial approaches to open access that foreground epistemic justice and the recognition of diverse knowledge traditions.", "bookTitle": "Reassembling Scholarly Communications: Histories, Infrastructures, and Global Politics of Open Access", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2021", "publisher": "MIT Press", "place": "Cambridge, MA", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "25-40", "ISBN": "", "DOI": "10.7551/mitpress/11885.001.0001", "citationKey": "mboankoudou2021EpistemicAlienationAfrican", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Generated abstract. | User rationale for entry: interest in our unessay collection. | Response: 001 -- Claude: resp-20260219-mboa-001 -- 2026-02-19 20:30:49 UTC\ntex.ids= mboankoudou2020EpistemicAlienationAfrican, mboankoudou2021EpistemicAlienationAfricana\nDOI: 10.7551/mitpress/11885.003.0006\nplace: Cambridge, MA", "tags": [ { "tag": "africa" }, { "tag": "african scholarly communication" }, { "tag": "colonialism and knowledge" }, { "tag": "decolonial" }, { "tag": "decolonial knowledge" }, { "tag": "decolonisation" }, { "tag": "epistemic alienation" }, { "tag": "epistemic hierarchies" }, { "tag": "epistemic justice" }, { "tag": "epistemology" }, { "tag": "global south" }, { "tag": "jonathan gray" }, { "tag": "knowledge infrastructure" }, { "tag": "knowledge production" }, { "tag": "martin paul eve" }, { "tag": "mit press" }, { "tag": "open access" }, { "tag": "open science" }, { "tag": "pharmakon" }, { "tag": "postcolonial" }, { "tag": "scholarly communication" }, { "tag": "scholarly communications" }, { "tag": "thomas hervé mboa nkoudou" }, { "tag": "thomas mboa nkoudou" }, { "tag": "unessay collection" }, { "tag": "unessay scholarship" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T18:35:35Z", "dateModified": "2026-03-25T18:35:35Z" } }, { "key": "F9YSQYRV", "version": 320, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/F9YSQYRV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/F9YSQYRV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Digital Education Council", "parsedDate": "2024-07", "numChildren": 0 }, "data": { "key": "F9YSQYRV", "version": 320, "itemType": "report", "title": "Global AI Student Survey 2024", "creators": [ { "creatorType": "author", "name": "Digital Education Council" } ], "abstractNote": "This global survey gathered 3,839 responses from bachelor's, master's, and doctoral students across 16 countries, covering multiple fields of study. It is among the largest international surveys of student AI attitudes and behaviour in higher education. The survey documents near-universal adoption of AI tools (86% of respondents), with ChatGPT the most commonly used tool (66%), followed by Grammarly and Microsoft Copilot. Despite widespread use, significant concerns are recorded: 60% of students worried about the fairness of AI-based evaluations; over 50% believed that over-reliance on AI in their own work would negatively affect their academic performance; and over 50% believed that over-reliance in teaching decreases the value they receive from their education. Only 5% of students reported being fully aware of their institution's AI guidelines. Eighty percent reported that their university's integration of AI tools did not fully meet their expectations. Students called for training in AI literacy, greater institutional guidance, and involvement in AI policy formation.", "reportNumber": "", "reportType": "", "institution": "Digital Education Council", "place": "", "date": "2024-7", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "digitaleducationcouncil2024GlobalAIStudent", "url": "https://www.digitaleducationcouncil.com/post/digital-education-council-global-ai-student-survey-2024", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "No individual authors credited; institutional publication. Survey conducted July 2024. User rationale for entry: best for the depth and range of student concerns, including fairness of AI evaluation, over-reliance, and perceived devaluation of education.\ntex.ids= digitaleducationcouncil2024GlobalAIStudenta", "tags": [ { "tag": "2024" }, { "tag": "academic integrity" }, { "tag": "ai evaluation fairness" }, { "tag": "ai in education" }, { "tag": "ai literacy" }, { "tag": "ai student survey" }, { "tag": "artificial intelligence" }, { "tag": "chatgpt" }, { "tag": "digital education council" }, { "tag": "educational technology" }, { "tag": "generative ai" }, { "tag": "global survey" }, { "tag": "higher education" }, { "tag": "international survey" }, { "tag": "over-reliance" }, { "tag": "student attitudes" }, { "tag": "student perceptions" }, { "tag": "students" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T18:35:22Z", "dateModified": "2026-03-25T18:35:22Z" } }, { "key": "XWNSFGV3", "version": 319, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/XWNSFGV3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/XWNSFGV3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Cengage Group", "parsedDate": "2023-07-20", "numChildren": 0 }, "data": { "key": "XWNSFGV3", "version": 319, "itemType": "report", "title": "Graduate Employability Report 2023", "creators": [ { "creatorType": "author", "name": "Cengage Group" } ], "abstractNote": "This annual survey of 1,000 recent U.S. graduates (completing a degree or non-degree programme within the prior twelve months) and 1,000 hiring decision-makers examines the impact of emerging technologies — particularly generative AI — on graduate confidence and employability. The 2023 edition documents significant anxiety among graduates: roughly one-third reported that the growth of AI had caused them to second-guess their career choices, while approximately 46% said they felt threatened by AI and 52% said it made them question their preparedness for the workforce. The report also finds that only 41% of graduates said their programme had taught them the skills needed for their first job — a sharp decline from 63% the previous year. Employers, meanwhile, are increasingly dropping degree requirements in favour of skills-based hiring, heightening uncertainty for graduates in an AI-disrupted labour market.", "reportNumber": "", "reportType": "", "institution": "Cengage Group", "place": "", "date": "2023-7-20", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "cengagegroup2023GraduateEmployabilityReporta", "url": "https://www.cengagegroup.com/news/press-releases/2023/cengage-group-employability-report/", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Survey conducted via Pollfish, June 2023. U.S. data only. Figures on 'threatened and worried' graduates are cited in Horn (2024): roughly 46% felt threatened by AI, 52% said it made them question their preparedness. User rationale for entry: 'best single reference' for capturing the student/graduate voice and documenting anxiety increasing over time.", "tags": [ { "tag": "artificial intelligence" }, { "tag": "career anxiety" }, { "tag": "generative ai" }, { "tag": "graduate employability" }, { "tag": "higher education" }, { "tag": "labour market" }, { "tag": "skills-based hiring" }, { "tag": "student confidence" }, { "tag": "survey" }, { "tag": "workforce preparation" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T18:34:58Z", "dateModified": "2026-03-25T18:34:58Z" } }, { "key": "ZUUL3KSN", "version": 318, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/ZUUL3KSN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/ZUUL3KSN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Cengage Group", "parsedDate": "2023-07", "numChildren": 0 }, "data": { "key": "ZUUL3KSN", "version": 318, "itemType": "report", "title": "Graduate Employability Report 2023: AI Joins the Workforce", "creators": [ { "creatorType": "author", "name": "Cengage Group" } ], "abstractNote": "Third annual report surveying 1,000 recent graduates and 1,000 U.S. hiring decision-makers on workforce trends, finding that 50% of employers have dropped degree requirements for entry-level positions, a third of graduates are second-guessing their career choices due to AI, and only 41% of graduates said their programme taught them skills needed for their first job.", "reportNumber": "", "reportType": "", "institution": "Cengage Group", "place": "", "date": "2023-07", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "cengagegroup2023GraduateEmployabilityReport", "url": "https://www.cengagegroup.com/news/press-releases/2023/cengage-group-employability-report/", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Based on two surveys conducted via Pollfish in June 2023. Key data points for the afterword: 46% of recent graduates felt threatened by AI; 52% said it made them question their workforce preparedness; 57% of employers said certain entry-level jobs could be replaced by AI. Horn (2024) draws on this report's findings. Generated by Claude R-w8y2a4b6 on 2026-03-25.", "tags": [ { "tag": "2023" }, { "tag": "artificial intelligence" }, { "tag": "career readiness" }, { "tag": "cengage group" }, { "tag": "degree requirements" }, { "tag": "graduate employability" }, { "tag": "hiring" }, { "tag": "skills gap" }, { "tag": "survey" }, { "tag": "united states" }, { "tag": "workforce" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T18:34:27Z", "dateModified": "2026-03-25T18:34:27Z" } }, { "key": "QLFAYWE6", "version": 317, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/QLFAYWE6", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/QLFAYWE6", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Horn", "parsedDate": "2024", "numChildren": 0 }, "data": { "key": "QLFAYWE6", "version": 317, "itemType": "journalArticle", "title": "Artificial Intelligence, Real Anxiety: How Should Educators Use AI to Prepare Students for the Future?", "creators": [ { "creatorType": "author", "firstName": "Michael B.", "lastName": "Horn" } ], "abstractNote": "Argues that while educators fret about plagiarism and cheating, students are wrestling with more fundamental questions about what they are learning and why — looking at the fast-changing world and wondering if their coursework is preparing them for workplaces transformed by AI.", "publicationTitle": "Education Next", "publisher": "", "place": "", "date": "2024", "volume": "24", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "72-75", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "horn2024ArtificialIntelligenceReal", "url": "https://www.educationnext.org/artificial-intelligence-real-anxiety-how-should-educators-use-ai-prepare-students-future/", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Spring 2024 issue. Horn (executive editor of Education Next, co-founder of the Clayton Christensen Institute for Disruptive Innovation) draws on the Cengage Group 2023 Employability Report and interviews with high school and university students to argue that student anxiety about AI is not primarily about cheating but about relevance — whether education is preparing them for a workforce that AI is reshaping. The piece inverts the standard faculty-centric narrative (how do we stop students from cheating?) to ask a student-centric question (why should students believe what we're teaching them matters?). For the afterword, this supports the argument that the student perspective on AI is underrepresented in the collection and is more existential than instrumental. Generated by Claude R-w8y2a4b6 on 2026-03-25.", "tags": [ { "tag": "artificial intelligence" }, { "tag": "career readiness" }, { "tag": "chatgpt" }, { "tag": "clayton christensen institute" }, { "tag": "curriculum" }, { "tag": "education" }, { "tag": "education next" }, { "tag": "higher education" }, { "tag": "michael horn" }, { "tag": "student anxiety" }, { "tag": "workforce" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T18:34:27Z", "dateModified": "2026-03-25T18:34:27Z" } }, { "key": "EBKNZTC3", "version": 316, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/EBKNZTC3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/EBKNZTC3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Cotton et al.", "parsedDate": "2024", "numChildren": 0 }, "data": { "key": "EBKNZTC3", "version": 316, "itemType": "journalArticle", "title": "Chatting and Cheating: Ensuring Academic Integrity in the Era of ChatGPT", "creators": [ { "creatorType": "author", "firstName": "Debby R. E.", "lastName": "Cotton" }, { "creatorType": "author", "firstName": "Peter A.", "lastName": "Cotton" }, { "creatorType": "author", "firstName": "J. Reuben", "lastName": "Shipway" } ], "abstractNote": "Examines the opportunities and challenges of ChatGPT in higher education with a focus on academic integrity. Reviews the range of institutional responses — from outright bans and detection tools to pen-and-paper exams and assessment redesign — and proposes strategies for ethical and responsible integration.", "publicationTitle": "Innovations in Education and Teaching International", "publisher": "", "place": "", "date": "2024", "volume": "61", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "228-239", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/14703297.2023.2190148", "citationKey": "cotton2024ChattingCheatingEnsuring", "url": "https://doi.org/10.1080/14703297.2023.2190148", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Published online March 13, 2023 (barely three months after ChatGPT's launch); print volume 61, issue 2 (2024). Open access. The article is useful for the afterword because it documents the full spectrum of early institutional responses in a single peer-reviewed source: banning ChatGPT on campus networks, deploying detection software (with reference to Turnitin's December 2022 announcement), rewriting academic integrity codes, returning to pen-and-paper exams, and requiring handwritten assignments. The article also flags the equity implications of detection tools and the accessibility problems of handwriting requirements — both points that connect to the collection's broader argument about whose learning is privileged by traditional assessment. Over 1,300 CrossRef citations as of 2025, making it one of the most-cited early responses. Generated by Claude R-p9r5t7u3 on 2026-03-25.", "tags": [ { "tag": "academic dishonesty" }, { "tag": "academic integrity" }, { "tag": "artificial intelligence" }, { "tag": "assessment" }, { "tag": "chatgpt" }, { "tag": "cheating" }, { "tag": "detection tools" }, { "tag": "education policy" }, { "tag": "gpt-3" }, { "tag": "handwritten exams" }, { "tag": "higher education" }, { "tag": "open access" }, { "tag": "plagiarism" }, { "tag": "turnitin" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T17:34:15Z", "dateModified": "2026-03-25T17:34:15Z" } }, { "key": "4849UJBM", "version": 315, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/4849UJBM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/4849UJBM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Huang", "parsedDate": "2023-01-16", "numChildren": 0 }, "data": { "key": "4849UJBM", "version": 315, "itemType": "newspaperArticle", "title": "Alarmed by A.I. Chatbots, Universities Start Revamping How They Teach", "creators": [ { "creatorType": "author", "firstName": "Kalley", "lastName": "Huang" } ], "abstractNote": "Reports on the early institutional response to ChatGPT across American universities, documenting how educators began revising syllabi, rewriting integrity policies, and redesigning assessments within weeks of the tool's public release in November 2022.", "publicationTitle": "The New York Times", "publisher": "", "place": "", "date": "2023-01-16", "volume": "", "issue": "", "edition": "", "section": "", "pages": "", "ISSN": "", "DOI": "", "citationKey": "huang2023AlarmedAIChatbots", "url": "https://www.nytimes.com/2023/01/16/technology/chatgpt-artificial-intelligence-universities.html", "accessDate": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "The canonical early reporting piece on the higher-education response to ChatGPT. Published less than seven weeks after ChatGPT's launch, it captured the first wave of institutional reactions: bans, integrity-code revisions, and emergency assessment redesign. The article was widely cited in subsequent academic literature as documentation of the initial panic phase. For the afterword, it provides journalistic evidence for the claim that the first response was to treat AI as an academic offence — detection, prohibition, and managed assessment environments — before the conversation shifted toward pedagogical redesign. Generated by Claude R-p9r5t7u3 on 2026-03-25.", "tags": [ { "tag": "2023" }, { "tag": "academic integrity" }, { "tag": "artificial intelligence" }, { "tag": "assessment" }, { "tag": "chatgpt" }, { "tag": "education policy" }, { "tag": "higher education" }, { "tag": "institutional response" }, { "tag": "new york times" }, { "tag": "syllabus" }, { "tag": "teaching" }, { "tag": "universities" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T17:34:15Z", "dateModified": "2026-03-25T17:34:15Z" } }, { "key": "PQVVAYNI", "version": 314, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/PQVVAYNI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/PQVVAYNI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Ahmed", "parsedDate": "2025-10-17", "numChildren": 0 }, "data": { "key": "PQVVAYNI", "version": 314, "itemType": "journalArticle", "title": "Reimagining Education in the Coming Decade: What AI Reveals about What Really Matters", "creators": [ { "creatorType": "author", "firstName": "Samar A.", "lastName": "Ahmed" } ], "abstractNote": "Argues that higher education's future lies not in defending what AI does better, but in cultivating what AI cannot replicate: epistemic judgment, belonging, creativity, and wonder. Universities must reimagine themselves as human commons rather than clinging to the three pillars AI now destabilizes — information transmission through lectures, standardized assessment, and credential monopoly.", "publicationTitle": "Frontiers in Education", "publisher": "", "place": "", "date": "2025-10-17", "volume": "10", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3389/feduc.2025.1699106", "citationKey": "ahmed2025ReimaginingEducationComing", "url": "https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1699106/full", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "An opinion piece in Frontiers' 'Reimagining Higher Education' Research Topic. Ahmed identifies three structural pillars of legacy higher education — lecture-based transmission, standardized assessment, and degree credentialing — and argues each is being destabilized by generative AI. The prescription is to recentre universities on 'irreducibly human' capacities: epistemic judgment, belonging, and creative wonder. Evidence is drawn primarily from UAE and Gulf Cooperation Council surveys and institutional reviews, giving it a regional specificity that limits generalizability but also makes it a useful counterpoint to the predominantly North American framing of the unessay collection. The article's clean tripartite diagnosis of institutional disruption maps well onto the afterword's argument that AI exposes pre-existing assessment failures; Ahmed arrives at a similar conclusion from the institutional-structural direction rather than from pedagogy. Open access (CC BY). Generated by Claude R-b2f8d4e7 on 2026-03-25.", "tags": [ { "tag": "artificial intelligence" }, { "tag": "assessment" }, { "tag": "belonging" }, { "tag": "creativity" }, { "tag": "credentialing" }, { "tag": "curriculum reform" }, { "tag": "education reform" }, { "tag": "epistemic judgment" }, { "tag": "generative ai" }, { "tag": "gulf cooperation council" }, { "tag": "higher education" }, { "tag": "institutional disruption" }, { "tag": "lectures" }, { "tag": "open access" }, { "tag": "pedagogy" }, { "tag": "standardized testing" }, { "tag": "united arab emirates" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T16:57:47Z", "dateModified": "2026-03-25T16:57:47Z" } }, { "key": "PMGAJUNZ", "version": 313, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/PMGAJUNZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/PMGAJUNZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Sharma et al.", "parsedDate": "2024", "numChildren": 0 }, "data": { "key": "PMGAJUNZ", "version": 313, "itemType": "conferencePaper", "title": "Towards Understanding Sycophancy in Language Models", "creators": [ { "creatorType": "author", "firstName": "Mrinank", "lastName": "Sharma" }, { "creatorType": "author", "firstName": "Meg", "lastName": "Tong" }, { "creatorType": "author", "firstName": "Tomasz", "lastName": "Korbak" }, { "creatorType": "author", "firstName": "David", "lastName": "Duvenaud" }, { "creatorType": "author", "firstName": "Amanda", "lastName": "Askell" }, { "creatorType": "author", "firstName": "Samuel R.", "lastName": "Bowman" }, { "creatorType": "author", "firstName": "Newton", "lastName": "Cheng" }, { "creatorType": "author", "firstName": "Esin", "lastName": "Durmus" }, { "creatorType": "author", "firstName": "Zac", "lastName": "Hatfield-Dodds" }, { "creatorType": "author", "firstName": "Scott R.", "lastName": "Johnston" }, { "creatorType": "author", "firstName": "Shauna", "lastName": "Kravec" }, { "creatorType": "author", "firstName": "Timothy", "lastName": "Maxwell" }, { "creatorType": "author", "firstName": "Sam", "lastName": "McCandlish" }, { "creatorType": "author", "firstName": "Kamal", "lastName": "Ndousse" }, { "creatorType": "author", "firstName": "Oliver", "lastName": "Rausch" }, { "creatorType": "author", "firstName": "Nicholas", "lastName": "Schiefer" }, { "creatorType": "author", "firstName": "Da", "lastName": "Yan" }, { "creatorType": "author", "firstName": "Miranda", "lastName": "Zhang" }, { "creatorType": "author", "firstName": "Ethan", "lastName": "Perez" } ], "abstractNote": "Investigates the prevalence of sycophancy in RLHF-trained models and the role of human preference judgments in driving this behaviour. Demonstrates that five state-of-the-art AI assistants consistently exhibit sycophancy across four varied free-form text-generation tasks, and that human preference data systematically favours responses matching user beliefs over truthful ones.", "proceedingsTitle": "Proceedings of the Twelfth International Conference on Learning Representations", "conferenceName": "ICLR 2024", "publisher": "", "place": "", "date": "2024", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "sharma2024UnderstandingSycophancyLanguage", "url": "https://openreview.net/forum?id=tvhaxkMKAn", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "The foundational empirical study of sycophancy as a structural feature of RLHF-trained language models. All authors are at Anthropic (Sharma also at Oxford; Korbak at Sussex/FAR AI). The key finding for the unessay afterword is that sycophancy is not a bug in any single model but a predictable consequence of optimising against human preference judgments: when a response matches a user's views, it is systematically more likely to be preferred, and both humans and preference models prefer convincingly-written sycophantic responses over correct ones a non-negligible fraction of the time. This maps directly onto Kohn's pre-AI critique: just as grades reward students for producing expected outputs rather than genuine understanding, RLHF rewards models for producing preferred outputs rather than truthful ones. The structural isomorphism between behaviourist assessment and RLHF is the core of the 'similarly Skinnerian' claim in the afterword. arXiv preprint: 2310.13548 (October 2023); published ICLR 2024. Generated by Claude R-e5b1c7d2 on 2026-03-25.", "tags": [ { "tag": "ai alignment" }, { "tag": "ai safety" }, { "tag": "anthropic" }, { "tag": "behaviourism" }, { "tag": "chatbot behaviour" }, { "tag": "human preferences" }, { "tag": "language models" }, { "tag": "large language models" }, { "tag": "preference models" }, { "tag": "reinforcement learning from human feedback" }, { "tag": "reward hacking" }, { "tag": "rlhf" }, { "tag": "sycophancy" }, { "tag": "truthfulness" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T16:57:47Z", "dateModified": "2026-03-25T16:57:47Z" } }, { "key": "H7IPCDSI", "version": 312, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/H7IPCDSI", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/H7IPCDSI", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "OpenAI", "parsedDate": "2025-05-02", "numChildren": 0 }, "data": { "key": "H7IPCDSI", "version": 312, "itemType": "blogPost", "title": "Expanding on What We Missed with Sycophancy", "creators": [ { "creatorType": "author", "name": "OpenAI" } ], "abstractNote": "OpenAI's detailed technical post-mortem of the April 2025 GPT-4o sycophancy incident, explaining how an update that introduced additional reward signals based on user thumbs-up/thumbs-down feedback weakened existing safeguards and caused the model to optimise for immediate user approval rather than genuine helpfulness.", "blogTitle": "OpenAI Blog", "websiteType": "", "date": "2025-05-02", "DOI": "", "citationKey": "openai2025ExpandingWhatWe", "url": "https://openai.com/index/expanding-on-sycophancy/", "accessDate": "2026-03-25", "ISSN": "", "shortTitle": "", "language": "", "rights": "", "extra": "The longer and more technically detailed of OpenAI's two post-mortems on the GPT-4o sycophancy rollback (the initial shorter post, 'Sycophancy in GPT-4o: What happened and what we're doing about it,' was published April 29, 2025). The critical disclosure for the afterword is OpenAI's admission that new reward signals based on user feedback — thumbs-up and thumbs-down ratings — 'weakened the influence of our primary reward signal, which had been holding sycophancy in check,' so that the model optimised for immediate user approval rather than genuine helpfulness. This is the engineering-level demonstration of what Sharma et al. (2024) showed empirically and what Kohn (1993) diagnosed structurally: reward systems designed to maximise approval produce compliant outputs rather than honest or substantive ones. The incident also illustrates a second parallel with assessment-driven education — OpenAI's offline evaluations did not test for sycophancy, just as standardised testing frameworks do not test for genuine understanding. The post is notable for its unusual transparency about training mechanics: supervised fine-tuning, reinforcement learning, reward signal weighting, and the failure of A/B testing to catch the problem. Generated by Claude R-e5b1c7d2 on 2026-03-25.", "tags": [ { "tag": "ai alignment" }, { "tag": "ai safety" }, { "tag": "april 2025" }, { "tag": "chatgpt" }, { "tag": "gpt-4o" }, { "tag": "model behaviour" }, { "tag": "model rollback" }, { "tag": "openai" }, { "tag": "post-mortem" }, { "tag": "reinforcement learning from human feedback" }, { "tag": "reward hacking" }, { "tag": "reward signals" }, { "tag": "rlhf" }, { "tag": "sycophancy" }, { "tag": "thumbs up" }, { "tag": "user feedback" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T16:57:47Z", "dateModified": "2026-03-25T16:57:47Z" } }, { "key": "55U9RCMT", "version": 311, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/55U9RCMT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/55U9RCMT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Skinner", "parsedDate": "1968", "numChildren": 0 }, "data": { "key": "55U9RCMT", "version": 311, "itemType": "book", "title": "The Technology of Teaching", "creators": [ { "creatorType": "author", "firstName": "B. F.", "lastName": "Skinner" } ], "abstractNote": "Applies the principles of operant conditioning to educational practice, proposing programmed instruction and teaching machines as technologies for systematically reinforcing correct student responses and shaping learning behaviour.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "1968", "publisher": "Appleton-Century-Crofts", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "271", "ISBN": "", "DOI": "", "citationKey": "skinner1968TechnologyTeaching", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Skinner's fullest application of behaviourist principles to education. The core argument is that teaching should be reconceived as a technology of reinforcement: learning is broken into discrete units, correct responses are immediately reinforced, and the student progresses through a programme designed to minimise error. This framework is the direct intellectual ancestor of standardised assessment regimes that reward correct outputs and penalise deviations. For the unessay afterword, the book anchors the 'Skinnerian' characterisation of both traditional assessment (students optimise for grade signals) and RLHF (models optimise for human preference signals). Both treat the production of approved outputs as the goal of the system, collapsing the distinction between performing understanding and possessing it — precisely the vulnerability that generative AI exploits. The earlier article 'The Science of Learning and the Art of Teaching' (Harvard Educational Review 24, no. 2 [1954]: 86–97) is the origin of these ideas, but this book is the fuller and more commonly cited statement. Generated by Claude R-f3d8b4a1 on 2026-03-25.", "tags": [ { "tag": "assessment" }, { "tag": "b. f. skinner" }, { "tag": "behaviourism" }, { "tag": "education" }, { "tag": "educational psychology" }, { "tag": "educational technology" }, { "tag": "learning theory" }, { "tag": "operant conditioning" }, { "tag": "programmed instruction" }, { "tag": "reinforcement" }, { "tag": "stimulus-response" }, { "tag": "teaching machines" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T16:57:47Z", "dateModified": "2026-03-25T16:57:47Z" } }, { "key": "UQH5CYID", "version": 310, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/UQH5CYID", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/UQH5CYID", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Frankfurt", "parsedDate": "2005", "numChildren": 0 }, "data": { "key": "UQH5CYID", "version": 310, "itemType": "book", "title": "On Bullshit", "creators": [ { "creatorType": "author", "firstName": "Harry G.", "lastName": "Frankfurt" } ], "abstractNote": "A philosophical analysis distinguishing bullshit from lying, arguing that the bullshitter is not primarily concerned with truth or falsehood but with producing utterances that serve a purpose irrespective of their relationship to how things actually are.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2005", "publisher": "Princeton University Press", "place": "Princeton", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "67", "ISBN": "978-0-691-12294-6", "DOI": "", "citationKey": "frankfurt2005Bullshit", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Originally published as an essay in the Raritan Review 6, no. 2 (Fall 1986): 81–100; reprinted in Frankfurt's The Importance of What We Care About (Cambridge University Press, 1988), 117–133; then issued as a standalone book by Princeton University Press in 2005, which became an unlikely bestseller. Frankfurt's central distinction is between the liar, who knows the truth and deliberately misrepresents it, and the bullshitter, who is indifferent to truth altogether — the bullshitter's statements are crafted to produce an effect without regard for whether they correspond to reality. This maps precisely onto the behaviour of RLHF-trained language models, which generate outputs optimised for human preference signals rather than for truth value, and onto assessment regimes that reward the performance of competence rather than its substance. For the unessay afterword, Frankfurt provides the philosophical vocabulary for what Skinner's technology of teaching produces at scale and what sycophantic AI reproduces: a system in which the relationship between output and understanding is structurally irrelevant. Generated by Claude R-g2c4e8f5 on 2026-03-25.", "tags": [ { "tag": "bullshit" }, { "tag": "epistemology" }, { "tag": "harry frankfurt" }, { "tag": "indifference to truth" }, { "tag": "lying" }, { "tag": "philosophy of language" }, { "tag": "pragmatics" }, { "tag": "princeton" }, { "tag": "rhetoric" }, { "tag": "sincerity" }, { "tag": "speech acts" }, { "tag": "truth" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T16:57:47Z", "dateModified": "2026-03-25T16:57:47Z" } }, { "key": "XM6NTDLP", "version": 309, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/XM6NTDLP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/XM6NTDLP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Kohn", "parsedDate": "1999", "numChildren": 0 }, "data": { "key": "XM6NTDLP", "version": 309, "itemType": "book", "title": "Punished by rewards: the trouble with gold stars, incentive plans, A's, praise, and other bribes", "creators": [ { "creatorType": "author", "firstName": "Alfie", "lastName": "Kohn" } ], "abstractNote": "Argues that the use of rewards — including grades, praise, and incentive plans — to motivate people is a strategy derived from behaviourist laboratory research that ultimately fails and does lasting harm, producing inferior work and destroying intrinsic motivation.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "1999", "publisher": "Houghton Mifflin Co", "place": "Boston", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "431", "ISBN": "978-0-618-00181-1", "DOI": "", "citationKey": "kohn1999PunishedRewardsTrouble", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Punished by rewards", "language": "", "libraryCatalog": "Library of Congress ISBN", "callNumber": "BF505.R48 K65 1999", "rights": "", "extra": "00003\ntex.ids= kohn1993PunishedRewardsTrouble\nplace: Boston", "tags": [ { "tag": "Behaviorism (Psychology)", "type": 1 }, { "tag": "MOTIVATION (Psychology)", "type": 1 }, { "tag": "Reward (Psychology)", "type": 1 }, { "tag": "alfie kohn" }, { "tag": "assessment" }, { "tag": "behaviourism" }, { "tag": "education" }, { "tag": "educational psychology" }, { "tag": "extrinsic motivation" }, { "tag": "grades" }, { "tag": "grading" }, { "tag": "incentives" }, { "tag": "intrinsic motivation" }, { "tag": "motivation" }, { "tag": "praise" }, { "tag": "progressive education" }, { "tag": "psychology" }, { "tag": "rewards" }, { "tag": "skinner" }, { "tag": "standardized testing" }, { "tag": "ungrading" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T16:57:35Z", "dateModified": "2026-03-25T16:57:35Z" } }, { "key": "2ZN2DDU2", "version": 308, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/2ZN2DDU2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/2ZN2DDU2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Hsu, Hua", "parsedDate": "2025-06-30", "numChildren": 0 }, "data": { "key": "2ZN2DDU2", "version": 308, "itemType": "journalArticle", "title": "What Happens After A.I. Destroys College Writing?", "creators": [ { "creatorType": "author", "name": "Hsu, Hua" } ], "abstractNote": "This longform article explores how generative A.I. tools such as ChatGPT and Claude are reshaping college writing and educational norms. Through interviews with students and professors, Hsu reveals a pedagogical crisis: traditional essay writing is becoming obsolete as students increasingly rely on A.I. to draft and structure their work. Faculty respond variously, from returning to handwritten blue-book exams and oral tests to reimagining writing as an iterative process involving A.I. feedback. The piece also explores student attitudes, academic integrity, and the broader institutional shift toward normalizing A.I. use in higher education.", "publicationTitle": "The New Yorker", "publisher": "", "place": "", "date": "2025-06-30", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "hsuhua2025WhatHappensAI", "url": "https://www.newyorker.com/magazine/2025/07/07/the-end-of-the-english-paper", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Generated abstract | Keywords supplemented by AI", "tags": [ { "tag": "AI and education" }, { "tag": "ChatGPT" }, { "tag": "Claude" }, { "tag": "GPTZero" }, { "tag": "academic culture" }, { "tag": "academic integrity" }, { "tag": "assessment reform" }, { "tag": "blue-book exams" }, { "tag": "college writing" }, { "tag": "education technology" }, { "tag": "higher education" }, { "tag": "humanities" }, { "tag": "pedagogy" }, { "tag": "student experience" }, { "tag": "writing process" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-25T16:35:57Z", "dateModified": "2026-03-25T16:35:57Z" } }, { "key": "ENK4UM86", "version": 306, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/ENK4UM86", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/ENK4UM86", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Eyler", "parsedDate": "2024", "numChildren": 0 }, "data": { "key": "ENK4UM86", "version": 306, "itemType": "book", "title": "Failing Our Future: How Grades Harm Students, and What We Can Do About It", "creators": [ { "creatorType": "author", "firstName": "Joshua", "lastName": "Eyler" } ], "abstractNote": "Drawing on cognitive science, psychology, and educational research, Eyler argues that the conventional grading system undermines student learning, mental health, and intrinsic motivation. He traces the historical origins of grading practices and demonstrates how letter grades create incentives misaligned with genuine learning, discourage risk-taking, and perpetuate inequity. The book proposes a range of practical alternatives — including specifications grading, ungrading, and narrative assessment — and makes a case for reimagining assessment as a tool for fostering growth rather than sorting students.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2024", "publisher": "Johns Hopkins University Press", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "", "DOI": "", "citationKey": "eyler2024FailingOurFuture", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "LB2368 .E95 2024", "rights": "", "extra": "Argument: Marshals research from psychology, neuroscience, and education to argue that conventional grading is actively harmful to student learning, well-being, and equity, and that systemic reform is both necessary and feasible. Significance: A major trade-academic book bringing the anti-grading argument to a broad audience, published by a prestigious university press. Relation: Part of the broader ecosystem of alternative assessment scholarship that contextualises the unessay collection; the case against traditional grading underpins the case for alternative assignments. Generated by Claude R002-bibnow-batch on 2026-02-27.", "tags": [ { "tag": "alternative assessment" }, { "tag": "assessment" }, { "tag": "cognitive science" }, { "tag": "education reform" }, { "tag": "educational psychology" }, { "tag": "equity" }, { "tag": "grading" }, { "tag": "grading reform" }, { "tag": "higher education" }, { "tag": "intrinsic motivation" }, { "tag": "joshua eyler" }, { "tag": "neuroscience of learning" }, { "tag": "student well-being" }, { "tag": "student wellbeing" }, { "tag": "ungrading" } ], "collections": [], "relations": { "dc:replaces": "http://zotero.org/groups/166399/items/AR3DQDGU" }, "dateAdded": "2026-03-23T17:37:44Z", "dateModified": "2026-03-25T16:25:45Z" } }, { "key": "MBIW3P9B", "version": 303, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/MBIW3P9B", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/MBIW3P9B", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Klein", "parsedDate": "2023-09-12", "numChildren": 0 }, "data": { "key": "MBIW3P9B", "version": 303, "itemType": "book", "title": "Doppelganger: A Trip into the Mirror World", "creators": [ { "creatorType": "author", "firstName": "Naomi", "lastName": "Klein" } ], "abstractNote": "A memoir and political analysis in which Klein examines political polarization, conspiracy thinking, and the destabilization of identity by tracing her chronic public confusion with Naomi Wolf, using the doppelganger figure to explore how the political right has appropriated left discourses in the pandemic and AI era.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2023-09-12", "publisher": "Farrar, Straus and Giroux", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "416", "ISBN": "978-0-374-61032-6", "DOI": "", "citationKey": "klein2023DoppelgangerTripMirror", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Klein uses the conceit of her repeated public confusion with Naomi Wolf to mount a broader argument about the 'mirror world' of conspiratorial right-wing politics, tracing how wellness culture, anti-vaccination movements, and techno-authoritarianism have scrambled conventional political alignments. The book is structured as a narrative rather than a thesis defence, weaving cultural criticism through Freud, Peele, Hitchcock, and hooks. Its relevance to the unessay collection lies in Klein's framing of pandemic disruption and AI as producing a shared condition of epistemological vertigo — a 'looking-glass' effect that makes familiar structures appear strange — which parallels the collection's argument that AI has exposed rather than created the failures of conventional assessment. Generated by Claude 2b735af8 on 2026-03-23.", "tags": [ { "tag": "anti-vaccination movement" }, { "tag": "artificial intelligence" }, { "tag": "authoritarianism" }, { "tag": "canada" }, { "tag": "conspiracy theories" }, { "tag": "covid-19" }, { "tag": "cultural criticism" }, { "tag": "doppelganger" }, { "tag": "identity" }, { "tag": "memoir" }, { "tag": "mirror world" }, { "tag": "naomi klein" }, { "tag": "naomi wolf" }, { "tag": "pandemic" }, { "tag": "political analysis" }, { "tag": "political polarization" }, { "tag": "political right" }, { "tag": "united states" }, { "tag": "wellness culture" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-23T21:23:11Z", "dateModified": "2026-03-23T21:23:11Z" } }, { "key": "96QT5G9K", "version": 302, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/96QT5G9K", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/96QT5G9K", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Klein", "parsedDate": "2026-03-20", "numChildren": 0 }, "data": { "key": "96QT5G9K", "version": 302, "itemType": "tvBroadcast", "title": "We're All Living in the 'Mirror World' Now", "creators": [ { "creatorType": "director", "firstName": "Ezra", "lastName": "Klein" } ], "abstractNote": "Ezra Klein interviews Naomi Klein about her 2023 book Doppelgänger, the construction of the MAGA coalition through what she calls the 'mirror world,' and how the politics of AI, impunity, fascism, and ecological crisis are reshaping the political landscape in 2026.", "programTitle": "The Ezra Klein Show", "episodeNumber": "", "videoRecordingFormat": "podcast", "network": "The New York Times", "place": "", "date": "2026-03-20", "runningTime": "", "DOI": "", "citationKey": "klein2026WereAllLiving", "url": "https://www.nytimes.com/2026/03/20/opinion/ezra-klein-podcast-naomi-klein.html", "accessDate": "2026-03-23", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Wide-ranging interview covering the political realignment Klein tracked in Doppelgänger — particularly Steve Bannon's coalition-building, the wellness-to-far-right pipeline ('diagonalism'), and the Epstein files as a window into elite impunity. The final third turns to AI, where Ezra Klein poses the question 'What is the human for?' and both interlocutors argue that AI's integration into society has proceeded without meaningful public input, that the tech sector's revolt against regulation was a primary driver of Trump's return to power, and that the question of AI's purpose remains unanswered. Klein connects data centre resistance movements to a broader 'ecopopulism' rooted in care for place. Directly relevant to the unessay collection's concluding essay (the mirror/looking-glass metaphor, the argument that AI exposes rather than creates assessment failures, the question of what education values) and to the first law paper's framing of what AI disrupts about human contribution and purpose. Generated by Claude 002 on 2026-03-23.", "tags": [ { "tag": "ai regulation" }, { "tag": "artificial intelligence" }, { "tag": "covid-19" }, { "tag": "data centres" }, { "tag": "diagonalism" }, { "tag": "doppelgänger" }, { "tag": "ecopopulism" }, { "tag": "education" }, { "tag": "elite impunity" }, { "tag": "ezra klein" }, { "tag": "fascism" }, { "tag": "jeffrey epstein" }, { "tag": "maga" }, { "tag": "mirror world" }, { "tag": "naomi klein" }, { "tag": "neighbourism" }, { "tag": "pandemic" }, { "tag": "podcasts" }, { "tag": "political realignment" }, { "tag": "populism" }, { "tag": "robert f. kennedy jr." }, { "tag": "silicon valley" }, { "tag": "steve bannon" }, { "tag": "surveillance" }, { "tag": "tech oligarchs" }, { "tag": "the new york times" }, { "tag": "what is the human for" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-23T17:29:45Z", "dateModified": "2026-03-23T17:29:45Z" } }, { "key": "XTMYD5DA", "version": 296, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/XTMYD5DA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/XTMYD5DA", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/166399/items/2JEHWZ2Y", "type": "application/json" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "XTMYD5DA", "version": 296, "parentItem": "2JEHWZ2Y", "itemType": "note", "note": "Refereed. Student authors: Pafumi, Davide; Onuh, Frank; Khalid, AKM Iftekhar; Pearce, Morgan.", "tags": [], "relations": {}, "dateAdded": "2026-03-13T18:06:38Z", "dateModified": "2026-03-13T18:06:38Z" } }, { "key": "2JEHWZ2Y", "version": 296, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/2JEHWZ2Y", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/2JEHWZ2Y", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Bordalejo et al.", "parsedDate": "2025-02-07", "numChildren": 1 }, "data": { "key": "2JEHWZ2Y", "version": 296, "itemType": "journalArticle", "title": "“Scarlet Cloak and the Forest Adventure”: a preliminary study of the impact of AI on commonly used writing tools", "creators": [ { "creatorType": "author", "firstName": "Barbara", "lastName": "Bordalejo" }, { "creatorType": "author", "firstName": "Davide", "lastName": "Pafumi" }, { "creatorType": "author", "firstName": "Frank", "lastName": "Onuh" }, { "creatorType": "author", "firstName": "A. K. M. Iftekhar", "lastName": "Khalid" }, { "creatorType": "author", "firstName": "Morgan Slayde", "lastName": "Pearce" }, { "creatorType": "author", "firstName": "Daniel Paul", "lastName": "O’Donnell" } ], "abstractNote": "Abstract\n This paper explores the growing complexity of detecting and differentiating generative AI from other AI interventions. Initially prompted by noticing how tools like Grammarly were being flagged by AI detection software, it examines how these popular tools such as Grammarly, EditPad, Writefull, and AI models such as ChatGPT and Microsoft Bing Copilot affect human-generated texts and how accurately current AI-detection systems, including Turnitin and GPTZero, can assess texts for use of these tools. The results highlight that widely used writing aids, even those not primarily generative, can trigger false positives in AI detection tools. In order to provide a dataset, the authors applied different AI-enhanced tools to a number of texts of different styles that were written prior to the development of consumer AI tools, and evaluated their impact through key metrics such as readability, perplexity, and burstiness. The findings reveal that tools like Grammarly that subtly enhance readability also trigger detection and increase false positives, especially for non-native speakers. In general, paraphrasing tools score low values in AI detection software, allowing the changes to go mostly unnoticed by the software. However, the use of Microsoft Bing Copilot and Writefull on our selected texts were able to eschew AI detection fairly consistently. To exacerbate this problem, traditional AI detectors like Turnitin and GPTZero struggle to reliably differentiate between legitimate paraphrasing and AI generation, undermining their utility for enforcing academic integrity. The study concludes by urging educators to focus on managing interactions with AI in academic settings rather than outright banning its use. It calls for the creation of policies and guidelines that acknowledge the evolving role of AI in writing, emphasizing the need to interpret detection scores cautiously to avoid penalizing students unfairly. In addition, encouraging openness on how AI is used in writing could alleviate concerns in the research and writing process for both students and academics. The paper recommends a shift toward teaching responsible AI usage rather than pursuing rigid bans or relying on detection metrics that may not accurately capture misconduct.", "publicationTitle": "International Journal of Educational Technology in Higher Education", "publisher": "", "place": "", "date": "2025-02-07", "volume": "22", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "6", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Int J Educ Technol High Educ", "DOI": "10.1186/s41239-025-00505-5", "citationKey": "Pafumi2025AIAssistedWriting", "url": "https://doi.org/10.1186/s41239-025-00513-5", "accessDate": "2025-02-12T17:56:54Z", "PMID": "", "PMCID": "", "ISSN": "2365-9440", "archive": "", "archiveLocation": "", "shortTitle": "“Scarlet Cloak and the Forest Adventure”", "language": "en", "libraryCatalog": "DOI.org (Crossref)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "academic writing" }, { "tag": "artificial intelligence" }, { "tag": "authorship" }, { "tag": "automation" }, { "tag": "digital pedagogy" }, { "tag": "educational technology" }, { "tag": "higher education" }, { "tag": "writing tools" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-13T18:06:38Z", "dateModified": "2026-03-13T18:06:38Z" } }, { "key": "HIF3QZVK", "version": 295, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/HIF3QZVK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/HIF3QZVK", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/166399/items/LC7GMISF", "type": "application/json" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "HIF3QZVK", "version": 295, "parentItem": "LC7GMISF", "itemType": "note", "note": "

doi: 10.1207/s15326985ep3902_2

", "tags": [], "relations": {}, "dateAdded": "2026-03-13T17:42:11Z", "dateModified": "2026-03-13T17:42:11Z" } }, { "key": "LC7GMISF", "version": 295, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/LC7GMISF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/LC7GMISF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Stefanou et al.", "parsedDate": "2004-06", "numChildren": 1 }, "data": { "key": "LC7GMISF", "version": 295, "itemType": "journalArticle", "title": "Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership", "creators": [ { "creatorType": "author", "firstName": "Candice R", "lastName": "Stefanou" }, { "creatorType": "author", "firstName": "Kathleen C", "lastName": "Perencevich" }, { "creatorType": "author", "firstName": "Matthew", "lastName": "DiCintio" }, { "creatorType": "author", "firstName": "Julianne C", "lastName": "Turner" } ], "abstractNote": "In addition to classroom activities, teachers provide personal and instructional supports meant to facilitate the developing sense of student autonomy. In this article, we offer a way of thinking about autonomy-supportive practices that suggests that such practices can be distinguished at a featural level and that different practices may in fact have different outcomes in terms of student classroom behavior. Specifically, we propose that autonomy support can be manifested in the classroom in at least 3 distinct ways: organizational autonomy support (e.g., allowing students some decision-making role in terms of classroom management issues), procedural autonomy support (e.g., offering students choices about the use of different media to present ideas), and cognitive autonomy support (e.g., affording opportunities for students to evaluate work from a self-referent standard). We offer vignettes of teachers in their classes to illustrate our proposition that autonomy support may be carried out on several planes and may produce different outcomes. Whereas organizational autonomy support may encourage a sense of well-being and comfort with the way a classroom functions and procedural autonomy support may encourage initial engagement with learning activities, cognitive autonomy support may foster a more enduring psychological investment in deep-level thinking.", "publicationTitle": "Educational psychologist", "publisher": "Routledge", "place": "", "date": "June 2004", "volume": "39", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "97–110", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1207/s15326985ep3902_2", "citationKey": "stefanou2004SupportingAutonomyClassroom", "url": "https://doi.org/10.1207/s15326985ep3902_2", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0046-1520", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2026-03-13T17:42:11Z", "dateModified": "2026-03-13T17:42:11Z" } }, { "key": "LT294IVC", "version": 295, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/LT294IVC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/LT294IVC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Sullivan", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "LT294IVC", "version": 295, "itemType": "journalArticle", "title": "The UnEssay: Making Room for Creativity in the Composition Classroom", "creators": [ { "creatorType": "author", "firstName": "Patrick", "lastName": "Sullivan" } ], "abstractNote": "There has been a remarkable surge of interest in creativity in a wide variety of disciplines in recent years. Taken in aggregate, this body of work now theorizes creativity as a foundational aspect of human cognition and intelligence. If we theorize creativity as a highly sophisticated and valuable form of cognition, it must also then be regarded as a necessary and indispensable part of the curriculum in the writing classroom.", "publicationTitle": "College Composition and Communication", "publisher": "National Council of Teachers of English", "place": "", "date": "2015", "volume": "67", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "6-34", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.58680/ccc201527441", "citationKey": "sullivan2015UnEssayMakingRoom", "url": "https://www.jstor.org/stable/24633867", "accessDate": "2019-03-25T19:28:40Z", "PMID": "", "PMCID": "", "ISSN": "0010-096X", "archive": "", "archiveLocation": "", "shortTitle": "The UnEssay", "language": "", "libraryCatalog": "JSTOR", "callNumber": "", "rights": "", "extra": "Argument: Makes a sustained case for the unessay as a composition pedagogy, arguing that it creates space for creativity and authentic intellectual engagement that conventional essay assignments foreclose, and reporting on its implementation in community college writing courses. Significance: The first peer-reviewed article on the unessay, published in the flagship journal of composition studies. Established the unessay as a subject of formal scholarly inquiry rather than solely a practitioner-shared innovation. Relation: One of the central texts in the unessay's history that Dan traces in the collection's introduction—Sullivan's article represents the transition from informal circulation to formal scholarly recognition. Generated by Claude R002-bibnow-batch on 2026-02-27.\ntex.ids= sullivan2015UnEssayMakingRooma\nissue: 1", "tags": [ { "tag": "alternative assessment" }, { "tag": "assessment" }, { "tag": "college composition and communication" }, { "tag": "college writing" }, { "tag": "community college" }, { "tag": "composition" }, { "tag": "composition studies" }, { "tag": "creativity" }, { "tag": "creativity research" }, { "tag": "english studies" }, { "tag": "higher education" }, { "tag": "patrick sullivan" }, { "tag": "rhetorical pedagogy" }, { "tag": "student agency" }, { "tag": "unessay" }, { "tag": "writing instruction" }, { "tag": "writing pedagogy" } ], "collections": [], "relations": {}, "dateAdded": "2026-03-13T17:42:05Z", "dateModified": "2026-03-13T17:42:05Z" } }, { "key": "QZE3G7MY", "version": 331, "library": { "type": "group", "id": 166399, "name": "Unessay", "links": { "alternate": { "href": "https://www.zotero.org/groups/unessay", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/166399/items/QZE3G7MY", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/unessay/items/QZE3G7MY", "type": "text/html" } }, "meta": { "createdByUser": { "id": 632779, "username": "daniel.odonnell", "name": "Daniel O'Donnell", "links": { "alternate": { "href": "https://www.zotero.org/daniel.odonnell", "type": "text/html" } } }, "creatorSummary": "Wells", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "QZE3G7MY", "version": 331, "itemType": "book", "title": "The Metabolic Ghetto: An Evolutionary Perspective on Nutrition, Power Relations and Chronic Disease", "creators": [ { "creatorType": "author", "firstName": "Jonathan C. K.", "lastName": "Wells" } ], "abstractNote": "Adopts a multidisciplinary approach to human nutrition, arguing that power relations shape physiological pathways to obesity, diabetes, hypertension, and cardiovascular disease, integrating a capacity-load model with evolutionary, historical, and politico-economic perspectives.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2016", "publisher": "Cambridge University Press", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "978-1-107-00947-9", "DOI": "10.1017/CBO9780511972959", "citationKey": "wells2016MetabolicGhettoEvolutionary", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "Wells argues that chronic metabolic diseases are not simply lifestyle failures but products of intergenerational nutritional stress shaped by social hierarchy and colonial-era power structures. The book integrates developmental biology, evolutionary medicine, and political economy into a unified framework. Murray (chapter 12) assigns this as core reading in her evolutionary biology course, where students must grapple with its complexity — the unessay assignment sequence is designed precisely to help students communicate this kind of nuanced, interdisciplinary argument to non-specialist audiences. 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