This chapter asks: how can we use GenAI as an emancipatory tool in our own teaching to break down language and structural barriers faced by linguistically marginalized and disabled students in postsecondary education? We argue that we can’t just use ChatGPT to ‘fix’ students’ language and literacy practice by bringing them closer to a white, middle-class, hearing, and able-bodied standard–i.e., academic language; instead, such uncritical use of ChatGPT in writing reinforces linguistic dominance and white and able-bodied supremacy. In response, we advocate for an emancipatory AI pedagogy grounded in the Frereian tradition of critical pedagogy. The purpose of this chapter is to provide guidelines to support educators in implementing an emancipatory approach to writing instruction using GenAI—one that does not aim to fix students but seeks to address and transform the structures that consistently label students as deficient. In this spirit, we conclude by offering practical guidelines—the dos and don’ts of an anti-racist/anti-ableist approach to writing teaching using GenAI.