This study examined how discourses surrounding Generative artificial intelligence (GenAI) tools in K-12 English language arts (ELA) classrooms construct relationships between teachers, students, and digital platforms. Drawing upon critical literacy theory and teaching as a sociocultural practice, researchers analyzed qualitative data from 10 in-depth interviews with early-career ELA teachers and 74 digital artifacts, including blog posts, news articles, and organizational statements. The study revealed that teachers are often positioned as objects of AI discourse rather than active participants in decision-making processes, with the dominant narrative largely shaped by tech firms, policymakers, and administrators. Findings point toward GenAI's transformative potential in education, the importance of human-centered learning, and the changing roles of ELA teachers in the age of AI. Recommendations highlight ways teacher educators can prepare preservice teachers to critically evaluate and engage with GenAI platforms while maintaining pedagogical autonomy. Examples include incorporating AI literacies into curricula, fostering adaptability, promoting collaboration, addressing equity concerns, and developing strategies for teacher autonomy. By empowering teachers with the necessary skills and resources, teacher educators can ensure GenAI integration prioritizes student learning and teacher agency while leveraging AI's potential to transform education.