Darvin, R. (2025)
The need for critical digital literacies in generative AI-mediated L2 writing. Journal of Second Language Writing, 67, 101186.
Critical Conversation with Dr. Muzna Awayed-Bishara

Organized by the Global Research Collective for Anti-Oppressive Practices in Language Education (GRC):
Critical Conversation with Dr. Muzna Awayed-Bishara
Date: Wednesday, February 26, 2025
Time: 10:00 AM – 11:00 AM
Location: Online via Zoom
Muzna Awayed-Bishara currently holds a tenure track position in the Program for Multilingual Education, School of Education at Tel Aviv University; and is an honorary associate professor linked to the center of Applied Linguistics at University College London. Her research interests are multilingualism and minority education with special emphasis on Palestinians in Israel, Southern applied/sociolinguistics, and EFL education. She also examines how power imbalances are (re)produced and/or contested through semiotic means. She has authored articles in leading peer-reviewed journals and a book EFL Pedagogy as Cultural Discourse: Textbooks, Practice, and Policy for Arabs and Jews in Israel (Routledge, 2020).
Introducing MoralPLai: A Research-Based Theatre to Promote AI Literacy

Workshop by Dr. Franziska Poszler, Technical University of Munich
“INTRODUCING MoralPLai: A RESEARCH-BASED THEATRE TO PROMOTE AI LITERACY”
Date: Tuesday, February 18, 2025
Time: 10:30 AM – 12:30 PM
Location: Multipurpose Room, PCN 2012
Generative AI, especially chatbots powered by large language models (LLMs), enables individuals to increasingly rely on automation to support their decisions by answering questions, offering information or even providing concrete moral advice. How will the use of LLM-based chatbots impede or support humans’ ethical decision-making? What system requirements are crucial for their responsible development and use? And how can research-based theatre effectively engage a broader audience in the inquiry of this investigation? To answer these questions, the MoralPLai Project implements a creative approach to conducting, educating, and communicating AI ethics research through the lens of the arts. The core idea revolves around carrying out qualitative interviews and user studies related to LLMs and moral guidance, then transforming the insights gathered into a theatre performance that will be showcased at the Amerikahaus in Munich on May 22, 2025. This performance aims to enhance AI literacy, inform the public about the latest research in an engaging way and facilitate joint discussions to promote responsible development and use of LLM-based chatbots as moral dialogue partners.
In this workshop, an overview of the MoralPLai Project will be provided, along with an introduction to its preliminary results. These findings will be discussed, best practices will be shared and key ideas, themes and emotions will be explored through methods such as Image Theatre.
Visit the MoralPLai Project webpage to learn more.

Dr. Franziska Poszler is a postdoctoral researcher at the Institute for Ethics in Artificial Intelligence at the Technical University of Munich, Germany. Her research concentrates on machine ethics, value-sensitive design, moral psychology and creative science communication, with a particular focus on exploring the reciprocal relationship between AI systems and human morality. On the one hand, she investigates how developers can shape the decision-making logic of AI systems (e.g., self-driving cars) to incorporate fairness considerations. On the other hand, she studies how AI systems (especially, LLM-based chatbots) influence the ethical decision-making of humans. Currently, she is leading the research project MoralPLai, in which a research-based theatre play on the topic of AI ethics is developed.
Arts-Based Research Gathering – February 2025

Theme: Wintering with Nature: A Sensorial Poetic Exploration in Relationship to Place
Date: Tuesday, February 11, 2025
Time: 12:30 – 2:30PM
Location: Virtual via Zoom
RSVP: https://ubc.ca1.qualtrics.com/jfe/form/SV_7PW96MiBZKzMQce
LLED will soon be hosting our next informal Arts-based Educational Research (ABER) gathering! We continue to do this in the Department to advance this important area of research, scholarship, and teaching. All faculty, graduate students, and staff are invited to attend regardless of whether you are currently engaged in arts-based research or are just interested and want to experiment with arts-based work, find inspiration, seek collaborations, and so on. As usual, those attending this session will be given an opportunity to play with invitations to engage with collaborative arts-based activities – if they so desire.
Our first session for 2025 is: Wintering with Nature: A Sensorial Poetic Exploration in Relationship to Place. In this virtual workshop, participants will engage in a multi-sensory meditation designed to deepen their awareness of their surroundings, focusing on the local nature around them and the winter season’s unique qualities. Through sight, sound, smell, and touch, we will explore the themes of “Wintering,” as well as questions around “taking up space” and “giving space” in nature and in our lives. Participants will be invited to poetically reflect on their relationship with their immediate environment and share thoughts on how the natural world offers metaphors for personal growth, solitude, and connection.
Darvin, R. (2025)
English online/offline: Distinguishing material and materialist interpretations of entanglements. In J. W. Lee & S. Rüdiger (eds.) Entangled Englishes. Routledge.
Kunnas, M., Masson, M., & Carroll, S. (2025)
Conceptualizing culture critically: Examining perspectives from additional language teachers. Foreign Language Annals, 58(1), 182-205. https://doi.org/10.1111/flan.12792
Wernicke, M., Masson, M., Kunnas, M., & Adatia, S. (2024)
Chapter 5: Moving beyond erasure of race in French as a second language education. In R. Kubota & S. Motha (Eds.), Race, Racism, and Antiracism in Language Education (pp. 125-146). Routledge.
Kunnas, M. (2024)
Book review: Developing translanguaging repertoires in critical teacher education. TESL Canada, 41(1), 153-154. https://doi.org/10.18806/tesl.v41i1/1406