Generative AI reinforces epistemic coloniality and double marginalization of disabled knowledges in higher education via Anglophone/Western datasets and reductive stereotypes or design exclusion.
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Generative artificial intelligence and the marginalization of minoritized knowledges in higher education: the case of disability
Generative AI reinforces epistemic coloniality and double marginalization of disabled knowledges in higher education via Anglophone/Western datasets and reductive stereotypes or design exclusion.