TEACH LIKE A LUDDITE.

The article examines the impact of automation and generative artificial intelligence (AI) on education, arguing that uncritical adoption of such technologies can undermine teaching quality and deepen inequities. It draws parallels between today's educational technology challenges and the 19th-century Luddites—skilled textile workers who resisted automation that de-skilled labor and prioritized profits over community values. The authors propose a "Luddite praxis" for educators involving strategic playfulness, localized resistance tactics, and building networks of collective action to critically assess and, when necessary, refuse technologies that threaten pedagogical goals. This perspective emphasizes that technology is shaped by human choices about power and work, not an inevitable force, urging educators to maintain agency in decisions about AI in classrooms.