Curious Encounters with AI: A Diffractive Understanding of Art Education Practices in an Era with Generative AI

Abstract Recent studies highlight the potential benefits of generative AI tools in art education practices; however, art education scholars remain concerned about potential over-reliance, data bias, and risks of intellectual infringement. In this article, I analyze my two encounters with generative AI in art education from a posthumanist lens. This perspective enables us to see generative AI as an active participant in our agentic engagements in art education practices. By adopting a diffractive approach in understanding the role of AI in art education, I explore how art educators may coexist with generative AI and share accountability in the context of art education.