Stereotypes Put to the Test Through Reading and Writing

Abstract

Against the backdrop of the rise of generative artificial intelligence, this study examines literary stereotypes as a pedagogical tool in French language teaching. Long considered an obstacle to interpretation, stereotypes are now viewed as a means of constructing meaning and developing critical thinking. This research aims to analyze the contribution of artificial intelligence to the rewriting of gender stereotypes and to assess its influence on students’ creativity. A qualitative experiment was conducted with two middle school classes, one using a generative artificial intelligence tool and the other performing the same activities without digital assistance. A comparative analysis of the students’ work shows that artificial intelligence facilitates the identification and transformation of stereotypes, as well as the initial writing stages. However, the texts produced with AI assistance exhibit greater homogeneity, whereas the works of the control group are characterized by greater stylistic diversity and a more personal appropriation of the text. These results underscore that artificial intelligence is a relevant supportive tool when used within a reflective pedagogical approach, though it cannot replace the processes of creation, interpretation, and subjectivation that underpin literary writing.