<p>The proliferation of AI-algorithms prompts new questions for educating mathematics teachers in relation to critical perspectives and ethics. Critical Al-literacy which could be utilized for this, may however be dependent of dominant discourses in mathematics education. This article reports on a discourse analysis related to a teaching unit in mathematics pre-service teacher education. The teaching unit was on designing and conducting lessons on societal, critical, and ethical perspectives on AI. Drawing on Foucault’s framework, three discourses were construed from documentation of the teaching unit. The diversity aware teacher discourse relates to managing the classroom, the keeping it real discourse relates to connecting teaching to society and pupils’ experiences, and the enlightenment ideal discourse relates to epistemological considerations. The construed discourses are discussed in relation to the local pre-service teacher education institutional context, especially their relationship to values and perspectives that exist there. The discourses portray delimitations of what critical AI-literacy is allowed to become in this institutional context. Thus, the discourses represent how critical AI-literacy emerged there and how it fits within the institutional praxis.</p>