Generative artificial intelligence and the marginalization of minoritized knowledges in higher education: the case of disability
A new research paper explores how generative AI systems in higher education can inadvertently marginalize knowledge from underrepresented groups, particularly individuals with disabilities. The study highlights that current AI training data, often biased towards Western and Anglophone perspectives, reinforces existing epistemic coloniality. It examines the potential for human-AI collaboration to maintain epistemic diversity, while cautioning against relying solely on algorithmic solutions for inclusivity. AI
IMPACT Generative AI's training data biases may exclude or misrepresent knowledge from marginalized groups, necessitating careful consideration for equitable AI development in academia.