Generative AI has been a highly polarising issue with some welcoming the new possibilities and opportunities whereas others warn of the risks and dangers. In terms of education, we observe a strong correlation of the hopes associated with the work of teachers and the fears pertaining to how students may utilise and interact with generative AI. Is it therefore as simple as ensuring that the use of GenAI be a teacher's prerogative? Should we include `correct' use of GenAI into our curricula? In the end, perhaps, the advent of powerful generative AI tools may foremost serve as a mirror to reflect our notions of what education is, what it should be and where we are currently headed.