Generative artificial intelligence and the marginalization of minoritized knowledges in higher education: the case of disability 文章

arXiv:2605.26769v1 Announce Type: cross Abstract: Generative artificial intelligence redefines higher education by restructuring the processes through which scientific knowledge is produced and validated. These systems are not neutral; they actively contribute to the marginalization of non-hegemonic epistemologies. This research draws upon educational sciences, critical technology studies, and disability studies to demonstrate that training datasets, which remain predominantly Anglophone and Western-centric, reinforce epistemic coloniality. The situation of persons with disabilities provides a particularly clear illustration of this phenomenon. Technological architectures frequently confine these individuals to reductive stereotypes or exclude them from the design process, leading to a double marginalization.