  In the 2023-2024 academic year, the widespread availability of generative
artificial intelligence, exemplified by ChatGPT's 1.6 billion monthly visits,
is set to impact academic integrity. With 77% of high school students
previously reporting engagement in dishonest behaviour, the rise of AI-driven
writing assistance, dubbed 'AI-giarism' by Chan (arXiv:2306.03358v2), will make
plagiarism more accessible and less detectable. While these concerns are
urgent, they also raise broader questions about the revolutionary nature of
this technology, including autonomy, data privacy, copyright, and equity. This
paper aims to explore generative AI from a social justice perspective,
examining the training of these models, the inherent biases, and the potential
injustices in detecting AI-generated writing.
