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Mechanized Death and Disposable Lives: A Marxist, Technocritical, and Necropolitical Reading of Wilbert Salgado’s “The Human Obsolescence Company”

Aldus Huxley, Bureaucracy, Dystopia, Franz Kafka, George Orwell, Literary Criticism, Marxist Literary Approach, Necropolitics, Technocriticism, Wilbert Salgado 0 comments

 

A stark dystopian tableau
AI-generated picture by Prof. Jonathan Acuña Solano in December 2025

Introductory Note to the Reader

     After reading Aldous Huxley’s Brave New World or the many stories I have enjoyed by Isaac Asimov, dystopian fiction has naturally become part of my nightly reading routine before going to sleep. When I first encountered The Human Obsolescence Company, written by my friend and Nicaraguan author Wilbert Salgado, I immediately thought, “This short story of Wil’s is a great example of what dystopia is meant to be and how he criticizes the so-called ‘contemporarian’ world we live in.”

     In this blog entry, Wilbert kindly shares his story so readers can experience it directly. What follows is my literary analysis of the text, this time through a Marxist lens, while also incorporating technocritical and necropolitical approaches to understand the unsettling vision of humanity portrayed in this powerful dystopian narrative.


Mechanized Death and Disposable Lives: A Marxist, Technocritical, and Necropolitical Reading of Wilbert Salgado’s “The Human Obsolescence Company”

 

Abstract

This paper offers a Marxist, technocritical, and necropolitical reading of Wilbert Salgado’s dystopian short story The Human Obsolescence Company. Through its portrayal of a forensic pathologist who mechanically processes the deaths of state-sanctioned “obsolete” individuals, the narrative exposes how bureaucratic rationality, technological control, and class stratification converge to devalue human life. The analysis examines plot structure, characterization, symbolism, and intertextual connections to Aldous Huxley, George Orwell, and Franz Kafka. The essay argues that Salgado’s story dramatizes the transformation of human beings into disposable units within a technocapitalist regime that manages life and death through algorithmic ethics. Ultimately, the pathologist’s moment of hesitation functions as the final symbolic resistance against a system that renders humanity obsolete.

Keywords:

Dystopia, Marxist Literary Approach, Technocriticism, Necropolitics, Bureaucracy, Wilbert Salgado, Aldus Huxley, George Orwell, Franz Kafka, Literary Criticism

 

 

Resumen

Este artículo ofrece una lectura marxista, tecnocrítica y necropolítica del cuento distópico The Human Obsolescence Company de Wilbert Salgado. A través de la figura de un patólogo forense que procesa mecánicamente muertes autorizadas por el Estado, el relato revela cómo la racionalidad burocrática, el control tecnológico y la estratificación de clase convergen para desvalorizar la vida humana. El análisis examina la estructura narrativa, la caracterización, el simbolismo y las conexiones intertextuales con Aldous Huxley, George Orwell y Franz Kafka. El ensayo sostiene que la historia dramatiza la transformación del ser humano en un elemento desechable dentro de un régimen tecnocapitalista que administra la vida y la muerte mediante una ética algorítmica. Finalmente, la vacilación del protagonista simboliza la última resistencia ante un sistema que vuelve obsoleta a la humanidad.

 

 

Resumo

Este artigo apresenta uma leitura marxista, tecnocrítica e necropolítica do conto distópico The Human Obsolescence Company, de Wilbert Salgado. Através do patólogo forense que processa mecanicamente mortes autorizadas pelo Estado, o texto revela como a racionalidade burocrática, o controle tecnológico e a estratificação social convergem para desvalorizar a vida humana. A análise aborda a estrutura narrativa, a caracterização, o simbolismo e as relações intertextuais com Aldous Huxley, George Orwell e Franz Kafka. O ensaio argumenta que o conto dramatiza a transformação do ser humano em um elemento descartável dentro de um regime tecnocapitalista que administra vida e morte por meio de uma ética algorítmica. A hesitação final do protagonista simboliza a última resistência contra um sistema que torna a humanidade obsoleta.

 

Introduction: Bureaucracy, Technology, and Manufactured Death

Wilbert Salgado’s short story “The Human Obsolescence Company” unfolds within a bureaucratic dystopia where death has become a function of administrative precision. Through the experience of a forensic pathologist working under the Human Obsolescence Program (HOP), the text interrogates the commodification of life, the ethics of technology, and the normalization of state-sanctioned extermination. The story lends itself to a multifaceted analysis through plot and structure, characterization, themes and motifs, and symbols and style. It also rewards readings through Marxist criticism, technocritical theory, and necropolitical analysis. In dialogue with Aldous Huxley’s Brave New World, George Orwell’s 1984, and Franz Kafka’s The Trial (2009), Salgado’s dystopia redefines the human within late capitalism’s machinery of control.

Plot and Structure: Routine as Violence

The narrative begins with the pathologist completing an autopsy report and marking “premature death” as the cause. His realization that the deceased, Subject 221, resembles his own father, fractures the sterile routine and injects emotional dissonance into mechanical procedure. When he “scribbled 221, with a shake,” the bureaucracy resumes its rhythm, highlighting the triumph of institutional order over conscience. Like Kafka’s protagonists, the pathologist is trapped in a system where duty overrides humanity, and guilt persists without redemption.

1. Character Analysis: The Pathologist (Protagonist)

Aspect

Description

Role in Story

Forensic pathologist employed by the Conglomerate to certify deaths under the Human Obsolescence Program (HOP).

Physical Description

Middle-aged, methodical, accustomed to antiseptic environments. His precision symbolizes institutional order.

Psychological Traits

Dutiful yet morally divided; represses empathy until the recognition of Subject 221 awakens guilt. Suffers from “ethical numbness” that cracks in the final scene.

Motivations

Initially motivated by professional pride and financial stability; later haunted by conscience and the need to find meaning in his work.

Conflict

Internal moral conflict between obedience to procedure and awareness of injustice. External conflict with the ideology upheld by his wife and employer.

Symbolic Role

Represents the alienated worker in Marxist terms, one who carries out systemic violence while losing his humanity. Embodies the collapse of empathy in a technocratic regime.

Transformation

Moves from mechanical compliance to moral awakening; though minimal, his final “shake” suggests the reemergence of conscience.

Literary Echoes

Comparable to Winston Smith (1984) and Josef K. (The Trial), figures trapped within totalizing bureaucracies, aware yet powerless.


Characterization and Alienated Labor

Characterization deepens the story’s critique of alienated labor. The pathologist functions as a technician of death, simultaneously victim and executor of the system’s will. His wife, an employee of the same conglomerate, mirrors the ideological absorption of totalitarian power, echoing the propaganda line, “Be happy to know we are ensuring our future, dear.” Their domestic complicity reproduces systemic oppression in private life. Subject 221, however, speaks from the margins through fragments of his affidavit, granting voice to the subaltern whose humanity survives only in bureaucratic remnants. His testimony reveals that those who sign the “Human Obsolescence Program” do so under desperation, sacrificing themselves for their families’ welfare.

The text’s themes revolve around dehumanization, class stratification, and technological control. HOP’s logic mirrors capitalist production cycles where human beings are manufactured, utilized, and discarded. As Marx and Engels (1848/2024) affirmed, “The history of all hitherto existing society is the history of class struggles.” The program institutionalizes this struggle by transforming survival into a privilege of class. The “Centralites” live in comfort while the “Doopples” are consigned to death contracts. Bureaucratic euphemisms such as “Fulfilled submission” conceal moral atrocity beneath technocratic language. Orwell’s (1949/2021) notion of “newspeak,” which reshapes moral perception through vocabulary, resonates here: “Power is in tearing human minds to pieces and putting them together again in new shapes of your own choosing” (p. 266). Language, in both worlds, becomes an instrument of ideological domination.

Symbolism and style reinforce the story’s critique. Salgado’s antiseptic imagery, the smells of formaldehyde, the pristine reports, and the corporate letterhead, metaphorically sterilize morality. The numbered bodies, such as “25,550 reports,” reduce individuals to production data. The glossy brochures promising “rebirth and paradise” recall Huxley’s engineered utopia. As Huxley (1932/2014) warned, “The greater a man’s talents, the greater his power to lead astray” (p. 78). The story’s minimalist style and bureaucratic diction heighten its moral disquiet, dramatizing how efficiency becomes a euphemism for erasure.

2. Character Analysis: The Wife

Aspect

Description

Role in Story

Secondary character who reinforces state ideology. Works for the same Conglomerate, keeps confidential notes about the subjects, including Subject 221.

Physical Description

Professional, composed, with gestures of orderliness reflecting her devotion to the institution.

Psychological Traits

Emotionally detached; finds comfort in slogans that rationalize death (“Be happy to know we are ensuring our future”). Represents ideological internalization.

Motivations

Desire for stability, security, and social status among “Centralites.” Believes compliance ensures survival.

Conflict

Unspoken tension between loyalty to the Conglomerate and the repressed knowledge of the pathologist’s family link to Subject 221.

Symbolic Role

Embodies the apparatus of ideological reproduction, how the private sphere mirrors the propaganda of the state.

Transformation

Stagnant; unlike her husband, she does not question the system. Her silence symbolizes complicity.

Literary Echoes

Echoes Parsons’s wife in 1984, who repeats Party slogans without understanding them, illustrating total ideological absorption.


Class, Exploitation, and Marxist Critique

From a Marxist perspective, Salgado’s dystopia exposes the commodification of life and alienation of labour. The pathologist’s mechanical repetition exemplifies the worker estranged from the product of his labour. Hamadi (2017) emphasizes that “Literature must be understood in relation to the historical and social reality of a certain society” (p. 155), and the story reflects the logic of late capitalism, where value depends on productivity and disposability. Jameson’s (1981/1989) admonition to “always historicize!” (p. x) situates the narrative within the ideological apparatus of neoliberalism, which treats obsolescence not as failure but as design. Human beings become waste products of economic progress.

Technocritical Readings: Coding Humanity

Through a technocritical lens, the story dramatizes the collapse between human and machine. RFID chips, digital submissions, and automated mortuary systems exemplify Michel Foucault’s biopower: “a power that exerts a positive influence on life, that endeavours to administer, optimise, and multiply it” (Critical Legal Thinking, 2017, para. 2). In Salgado’s world, biopower mutates into algorithmic necropower, where technology administers death to maintain equilibrium. Donna Haraway (1991) warned of “the translation of the world into a problem of coding” (p. 164), and the pathologist’s digitalized conscience illustrates this reduction of human experience to data processing. Like Kafka’s paper labyrinths, Salgado’s bureaucracy of silicon annihilates moral agency through procedural necessity.

Necropolitics and the Administration of Death

A necropolitical reading extends these insights. Achille Mbembe (2003) defined necropolitics as “the contemporary forms of subjugation of life to the power of death” (p. 39). The Human Obsolescence Program epitomizes this, transforming death into a patriotic duty. Zimmer (2018) notes, “The very essence of the right of life and death is actually the right to kill”, a truth embodied in the Conglomerate’s mandate. Houtz (2022) adds that “weapons are deployed in the name of life but produce death-worlds”. The story’s bureaucratic serenity conceals its genocidal intent; the apparatus kills not through violence but through paperwork, echoing the quiet extermination of Kafka’s courts and Orwell’s ministries.

3. Character Analysis: Subject 221

Aspect

Description

Role in Story

Deceased participant in the HOP whose file triggers the protagonist’s moral awakening. Revealed to resemble, or possibly be, the pathologist’s father.

Physical Description

“Burly body in his 60s,” “stern look as if repented of something.” Healthy yet executed by programmed obsolescence.

Psychological Traits

Honest, resigned, torn between duty to family and instinct for survival. His affidavit reveals a reflective, moral voice.

Motivations

To secure his daughter’s welfare through the insurance promised by the HOP; participates out of desperation, not conviction.

Conflict

Struggles with the moral paradox of self-sacrifice for collective good versus self-preservation.

Symbolic Role

Represents the dehumanized working class (“Doopples”) and the moral residue of humanity that systems seek to erase. His death exposes the ethical bankruptcy of the Conglomerate.

Transformation

Posthumous revelation; through his words, he reclaims individuality and moral depth.

Literary Echoes

Similar to the clones in Ishiguro’s Never Let Me Go, conscious of their fate yet retaining dignity through memory and love.


Intertextual Lineages: Huxley, Orwell, and Kafka

Intertextually, Salgado’s story situates itself within a lineage of dystopian literature. Like Brave New World, it sanctifies progress and stability to justify eugenic selection. Huxley’s motto “Community, Identity, Stability” (1932/2014, p. 3) becomes the unspoken creed of Salgado’s state. Like Orwell’s 1984, the narrative exposes surveillance, ideological indoctrination, and linguistic control. Like Kafka’s The Trial, it portrays a protagonist trapped in a labyrinth of procedure that defies logic yet demands obedience. Salgado fuses these traditions with posthuman anxieties about biotechnology and automation, producing a distinctly twenty-first-century dystopia of human obsolescence.

Conclusion: Conscience Against Automation

Through its plot, characterization, thematic depth, and symbolic austerity, “The Human Obsolescence Company” portrays how bureaucratic rationality annihilates the intrinsic value of life. The antiseptic tone of the narrative reinforces its critique of mechanized ethics. Marxist analysis reveals class-based exploitation; the technocritical perspective uncovers the ideological role of technology; and the necropolitical framework exposes the systemic governance of death. In conversation with Huxley, Orwell, and Kafka, Salgado’s story extends dystopian critique to an age of algorithmic morality and digital compliance. The pathologist’s trembling hand becomes the final symbol of conscience resisting automation. His hesitation mirrors our own complicity in systems that quantify and discard human worth. Ultimately, the story forces us to ask an urgent question: in our technologically managed world, who decides when a human being becomes obsolete?


📚 References

Critical Legal Thinking. (2017, May 10). Michel Foucault: Biopolitics and biopower. https://criticallegalthinking.com/2017/05/10/michel-foucault-biopolitics-biopower/

Hamadi, L. (2017). The concept of ideology in Marxist literary criticism. European Scientific Journal, 13(20), 154–162. https://doi.org/10.19044/esj.2017.v13n20p154

Haraway, D. (1991). A cyborg manifesto: Science, technology, and socialist-feminism in the late twentieth century. In Simians, cyborgs and women: The reinvention of nature (pp. 149–181). Routledge.

Houtz, C. (2022). Biopolitics, living death, and difficult ethics. Harvard University. https://dash.harvard.edu/bitstreams/27eef36b-664e-426f-8f5c-a65ac9ba4887/download

Huxley, A. (1932/2014). Brave new world. Harper Perennial Modern Classics.

Jameson, F. (1981/1989). The political unconscious: Narrative as a socially symbolic act. Cornell University Press. https://archive.org/details/politicalunconsc0000jame

Kafka, F. (2009). The trial (M. Mitchell, Trans.). Schocken Books. (Original work published 1925). https://lust-for-life.org/Lust-For-Life/_Textual/FranzKafka_TheTrial_228pp/FranzKafka_TheTrial_228pp.pdf

Marx, K., & Engels, F. (1848/2024). The Communist Manifesto. Marxists.org. https://www.marxists.org/archive/marx/works/

Mbembe, A. (2003). Necropolitics. Public Culture, 15(1), 11–40. https://doi.org/10.1215/08992363-15-1-11

Orwell, G. (1949/2021). Nineteen eighty-four. Penguin Classics.

Salgado, W. (2025). Subject 221 – The Human Obsolescence Company. Unpublished manuscript. https://es.scribd.com/document/965237896/The-Human-Obsolescence-Company

Zimmer, D. (2018). The power to kill life itself: Michel Foucault, biopolitics and the political challenge of human extinction. Perspectives on Politics. https://doi.org/10.1017/S1537592718001562


Short Story by Wilbert Salgado: Subject 221 - The Human Obsolescence Company

The Human Obsolescence Company by Jonathan Acuña


Handout: Reading Wilbert Salgado’s “the Human Obsolescence Company”

Reading Wilbert Salgado’s “the Human Obsolescence Company” by Jonathan Acuña


Sample Creative Writing: Dramatized Script - “After the Fulfilled Report”

Dramatized Script - “After the Fulfilled Report” by Jonathan Acuña



A Marxist, Technocritical, And Necropolitical Reading of Wilbert Salgado’s “the Human Obsolescence Company” by Jonathan Acuña






Friday, December 12, 2025



Between Insight and Integrity: Ethical AI and Reflective Data Analytics in Teacher Professional Growth

Classroom Practice, ELT, Kirkpatrick Model, Metacognition, Professional Development, Reflective Teaching, Teacher Identity, Teacher Inquiry 0 comments

 

Reflective Teaching
AI-generated picture by Prof. Jonathan Acuña Solano in December 2025

Introductory Note to the Reader

     After listening to Thomas Farrell several times at the National Conferences for Teachers of English (NCTE) in Costa Rica, I have become even more committed to sustained reflection as an English teaching professional.

     Prof. Deborah Healey from the University of Oregon has also played a key role by encouraging me to document my practices through blogging. Writing about my work allows me to see my ideas clearly, in black and white, and understand my own professional evolution.

     I hope this piece encourages other teachers and academic coaches to strengthen their reflective practice and become more intentional, effective practitioners in both face-to-face and virtual classrooms.


Between Insight and Integrity: Ethical AI and Reflective Data Analytics in Teacher Professional Growth

 

Abstract

This essay examines the role of systematic reflective practice within contemporary English language teaching and professional development. Drawing on Farrell’s framework for reflective teaching and current trends in research-informed pedagogy, the paper highlights how teachers can use written reflection, classroom inquiry, and evidence-based adjustments to enhance learning outcomes in both in-person and online settings. By emphasizing the importance of reflexivity, metacognition, and professional identity construction, the essay argues that reflective practice remains one of the most impactful, low-cost, and sustainable approaches to continuous teacher growth. Implications for teacher-coaches and institutional PD programs are also discussed.

Key words:

Reflective Teaching, Professional Development, Metacognition, ELT, Teacher Inquiry, Teacher Identity, Classroom Practice

 

 

Resumen

Este ensayo analiza el papel de la práctica reflexiva sistemática en la enseñanza del inglés y el desarrollo profesional docente. Basado en el marco de reflexión de Farrell y en investigaciones pedagógicas actuales, el texto muestra cómo la escritura reflexiva, la indagación en el aula y los ajustes informados por evidencia pueden mejorar los resultados de aprendizaje, tanto en clases presenciales como virtuales. Se argumenta que la práctica reflexiva es una de las estrategias más sostenibles y de mayor impacto para el crecimiento profesional continuo. También se presentan implicaciones para formadores docentes y programas institucionales de desarrollo profesional.

 

 

Resumo

Este ensaio examina o papel da prática reflexiva sistemática no ensino de inglês e no desenvolvimento profissional de professores. Com base no modelo de reflexão de Farrell e em pesquisas pedagógicas recentes, o texto demonstra como a escrita reflexiva, a investigação em sala de aula e ajustes baseados em evidências podem melhorar os resultados de aprendizagem em contextos presenciais e virtuais. Argumenta-se que a prática reflexiva é uma das abordagens mais eficazes e sustentáveis para o crescimento contínuo do professor. Também são discutidas implicações para orientadores pedagógicos e programas institucionais de desenvolvimento profissional.

 


Introduction

As artificial intelligence (AI) and learning analytics redefine teacher professional development (PD), educational institutions now face a new challenge: how to use technology for growth without compromising trust, autonomy, and ethical integrity. Reflection, once a deeply human and introspective act, now occurs in tandem with data dashboards, voice recognition, and performance analytics. These tools offer unprecedented insight into teaching practices, yet they also raise important ethical questions about ownership, surveillance, and emotional well-being. Drawing on Mercer and Gregersen’s (2020) perspective on teacher well-being, Reeves (2020) on data-informed leadership, and Kirkpatrick and Kirkpatrick’s (2016) framework for evaluating training effectiveness, this essay and blog post #503 explores how reflective data analytics can harmonize human insight and technological precision within teacher development ecosystems.

The Rise of Reflective Data Analytics

Reflective practice in education has long served as the foundation for teacher growth (Schön, 1983; Farrell, 2019) and an eye opener for self-regulated professionals who want to continue growing professionally. However, as AI integrates into digital teaching environments, reflection endorsed by institutions is increasingly relying on data-driven evidence. Analytics tools can record lesson interactions among students or teacher-students, identify time spent on feedback after production activities, and highlight patterns in teacher-student discourse (Reeves, 2020). These systems allow teachers to confront discrepancies between perceived and actual practice within the virtual or F2F classrooms, expanding Schön’s notion of reflection-in-action into an era of reflection-through-data. When ethically managed, analytics provide transparency and precision, enabling teachers to make informed decisions about their pedagogical choices and professional development pathways. Data can also help teachers and supervisors see gray areas where both pairs of eyes may be overlooking and start work on them to improve classroom delivery, lesson planning, reflective tasks, and the like.

Ethical Dimensions of AI Integration

Despite its potential, AI-mediated reflection introduces new ethical complexities for educational institutions. Data collected from classroom recordings, student interactions, or lesson plans must be handled with confidentiality and informed consent. As Healey (2018) and Cutrim Schmid (2017) caution, digital tools can depersonalize teacher learning if used without clear ethical guidelines. Ethical reflective analytics should therefore ensure:

Transparency

Teachers must know what data is collected, how it is analyzed, and for what purposes.

Agency

Educators should have access to their own analytics, using them as mirrors for reflection, not as tools for compliance.

Confidentiality

Institutions must protect teachers’ data from misuse or external exposure.

 

When these principles are respected, AI becomes a mentor-like tool, guiding rather than judging.

Linking Reflection, Ethics, and the Kirkpatrick Model

At the institutional level, ethical reflection aligns naturally with the Kirkpatrick Model:

1.

Reaction

Teachers’ perceptions of fairness, transparency, and trust in data systems.

2.

Learning

Professional understanding of AI tools, analytics, and ethical practices.

3.

Behavior

How teachers apply reflective data to improve teaching decisions.

4.

Results

Evidence of enhanced well-being, performance, and institutional integrity.

By assessing each level, institutions can ensure that technological innovation supports rather than undermines the reflective culture necessary for sustainable PD.

Teacher Well-being in a Data-Driven Context

Mercer and Gregersen (2020) argue that teacher well-being is grounded in emotional balance, autonomy, and supportive professional relationships. The introduction of AI must therefore reinforce but not replace these conditions. Teachers who feel empowered by data interpretation rather than scrutinized by it are more likely to engage in authentic reflection. Gu and Day (2007) suggest that resilience in teaching depends on self-efficacy and purpose. Reflective analytics should thus aim to nurture teacher confidence, not anxiety, ensuring that educators experience data as a form of dialogue for professional growth, not surveillance while at work.

Institutional Responsibilities and Reflective Leadership

The role of institutional leadership is to foster ethical ecosystems for reflective practice. Reeves (2020) proposes that data-informed leadership must combine analytic rigor with moral clarity. This involves:

●       Establishing institutional codes of AI ethics.

●       Training mentors and coaches to interpret analytics reflectively, not punitively.

●       Encouraging open conversations about data interpretation and ownership.

In such contexts, reflection becomes a shared ethical act, a partnership between humans and technology serving collective growth.

Challenges and Future Directions

Future teacher PD must address questions of bias, transparency, and emotional literacy in AI systems. Technologies can unintentionally reproduce systemic biases or overlook affective aspects of teaching that numbers cannot measure but that the human eye may treasure. Therefore, institutions must combine quantitative analytics with qualitative insights such as reflective journals, peer observations, and coaching conversations to maintain a humanistic balance. As AI evolves, the greatest challenge will not be gathering data, but ensuring that reflection remains an ethical, empathetic, and human-centered process.

Meta-reflection

As I reflect on the arguments developed throughout this essay, I recognize how deeply interconnected teacher identity, reflective journaling, and classroom decision-making truly are. What began as an individual attempt to gain clarity about my own teaching has evolved into a broader understanding of how reflection shapes professional cultures within institutions. This meta-reflexive process also reminds me that reflective practice is not a product but a cycle, one that requires honesty, vulnerability, and the courage to examine one's assumptions. Ultimately, the act of reflecting on reflection reinforces why teachers must continually revisit their beliefs, their evidence, and their intentions to remain responsive to learners’ needs.

Conclusion

Ethical AI and reflective data analytics represent the next frontier in ELT professional development. When applied with integrity, these tools can strengthen the connection between reflection, well-being, and performance. By integrating human empathy with analytic precision, institutions can cultivate reflective environments that honor both professional growth and ethical responsibility. In the end, the goal of reflection in the AI era is not to mechanize self-awareness but to illuminate it, to ensure that technology amplifies, rather than replaces, the teacher’s reflective voice.


References

Cutrim Schmid, E. (2017). Teacher education in the digital age: The role of technology in supporting reflective practice. Routledge.

Farrell, T. S. C. (2019). Reflective practice in ELT: Perspectives, research, and practices. Equinox.

Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23(8), 1302–1316. https://bpb-eu-w2.wpmucdn.com/sites.marjon.ac.uk/dist/4/1635/files/2018/11/Resilience-for-Teachers-from-Elsevier.com-2006.pdf

Healey, D. (2018). Digital literacy for language teachers: A framework for professional development. TESOL International Association. https://www.deborahhealey.com/techstandardsframeworkdocument.pdf

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2016). Kirkpatrick’s four levels of training evaluation. ATD Press. https://books.google.co.cr/books?hl=en&lr=&id=mo--DAAAQBAJ&oi=fnd&pg=PT10&dq=Kirkpatrick,+D.+L.,+%26+Kirkpatrick,+J.+D.+(2016).+Kirkpatrick%E2%80%99s+four+levels+of+training+evaluation.+ATD+Press.&ots=LOIdTLmgOv&sig=W_p7BXOlMxoOUGIpJ9ZWFl3bylE#v=onepage&q&f=false

Mercer, S., & Gregersen, T. (2020). Teacher well-being. Oxford University Press. https://www.academia.edu/71238413/Sarah_Mercer_Tammy_Gregersen_2020_Teacher_Wellbeing_Oxford_Handbooks_for_Language_Teachers_Oxford_Oxford_University_Press_by_Danuta_Gabry%C5%9B_Barker

Reeves, T. C. (2020). Data-informed leadership for learning improvement. Educational Technology Research and Development, 68(3), 1279–1290. https://www.researchgate.net/publication/234623008_Data-Informed_Leadership_in_Education

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books. https://raggeduniversity.co.uk/wp-content/uploads/2025/03/1_x_Donald-A.-Schon-The-Reflective-Practitioner_-How-Professionals-Think-In-Action-Basic-Books-1984_redactedaa_compressed3.pdf


Reader’s Comprehension and Reflection Questionnaire

Part I. Comprehension

1.    What is meant by “reflective data analytics” in the context of teacher professional growth?

2.    According to the essay, how does AI support or challenge traditional reflective practice?

3.    Which ethical principles must guide the integration of AI into teacher reflection?

4.    How can the Kirkpatrick Model help institutions evaluate ethical AI use in PD?

5.    What is the relationship between teacher well-being and data-driven reflection?

 

Part II. Reflection

1.    How would you personally feel if your teaching sessions were analyzed using AI tools?

2.    What institutional safeguards do you believe are necessary to protect teacher data?

3.    In what ways could analytics improve your ability to reflect on and improve your practice?

4.    What risks might arise if AI is used without sufficient ethical guidelines?

5.    How can human mentorship and AI analytics coexist to promote authentic reflection and well-being?


Reflective Teaching Questionnaire

Section 1. Understanding Your Teaching Identity

a) How would you currently describe your identity as an English teaching professional

b) Which aspects of your teaching identity have changed in the past year? What prompted those changes?

Section 2. Reflective Practice in Action

a) Describe a recent classroom event (successful or challenging). What does this event reveal about your teaching assumptions?

b) Which reflective strategies (journaling, dialogue with peers, video reflection, student feedback, etc.) feel most natural to you? Why?

c) Which reflective strategies do you find difficult? What small step could make them more accessible?

Section 3. Evidence-Based Decision Making

a) Think of a teaching decision you made recently. What evidence supported it?

b) What additional evidence would have improved your decision-making process?

Section 4. Emotional Literacy and Well-being

a) What emotions have most influenced your teaching recently?

b) How do you usually cope with moments of burnout or disengagement?

c) What new coping strategy could you experiment with in the next month?

Section 5. Application to Your Context

a) Identify one instructional change you want to implement based on this PD.

b) How will you know whether this change is effective?

c) What types of student data or classroom observations will you collect?

Section 6. Long-Term Professional Development

a) What are your priorities for growth over the next six months?

b) What support do you need from your institution, colleagues, or coach to reach these goals?



Between Insight and Integrit - Ethical AI and Reflective Data Analytics in Teacher Professional Growth by Jonathan Acuña






Tuesday, December 09, 2025



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