Potential Abstract:
In this research article, we investigate the potential of leveraging open infrastructures and generative artificial intelligence (AI) to facilitate the development and implementation of postcolonial schemas in educational settings. Drawing on the intersection of AI technologies and postcolonial theory, we aim to explore how these innovative tools and approaches can contribute to decolonizing educational practices and curricula. Through a critical analysis of existing educational infrastructures and the limitations they pose in promoting diverse perspectives and knowledge systems, we propose a framework that harnesses generative AI to co-create inclusive and culturally responsive educational schemas. By utilizing AI algorithms that are trained on diverse datasets representing multiple worldviews, we seek to challenge dominant narratives and support the emergence of alternative perspectives that reflect the multicultural and multiethnic realities of our societies. Our study not only addresses the urgent need to decolonize education but also highlights the importance of centering marginalized voices and experiences in the development of educational resources and practices. By integrating open infrastructures and generative AI technologies into the educational landscape, we envision a transformative shift towards more equitable and inclusive learning environments that honor the multiplicity of human experiences.
Potential References:
- LAION: Image Data, AI, and Dispossession
- AI Empire: Unraveling the interlocking systems of oppression in generative AI’s global order
- Governing algorithms from the South: a case study of AI development in Africa
- Open data and smart London governmentality: thinking through discourse, infrastructure and citizenship
- From Provincialisation to Decolonial Options: A Methodology of Infrastructural Genealogy
