Generative AI and Power Imbalances in Global Education: Frameworks for Bias Mitigation
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arXiv
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| Autores principales: | , , |
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| Formato: | Preprint |
| Publicado: |
2024
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| _version_ | 1866909915717566464 |
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| author | Nyaaba, Matthew Wright, Alyson Choi, Gyu Lim |
| author_facet | Nyaaba, Matthew Wright, Alyson Choi, Gyu Lim |
| contents | This study examines how Generative Artificial Intelligence reproduces global power hierarchies in education and proposes a framework to address resulting inequities. Using a critical qualitative design, the study conducted zero-shot prompt testing with two leading systems, ChatGPT-4 Turbo and Gemini 1.5, and collected real-time outputs from Global North and South contexts. A critical interpretive analysis traced textual, visual, and structural patterns that revealed forms of digital neocolonialism and their implications for educational equity.
Findings show six ways in which GenAI can reinforce Western dominance. Western curriculum assumptions appeared when Gemini listed the same four seasons for the United States and Ghana, reflecting Western climatology and overlooking regional knowledge systems. Other patterns included cultural stereotyping in imagery, Western-centered examples in instructional outputs, limited support for Indigenous and local languages, underrepresentation of non-Western identities in visuals, and access barriers linked to subscription-based models. These patterns demonstrate how GenAI can reproduce inequities even as it introduces new educational opportunities.
In response, the study proposes a dual-pathway mitigation model. The Inclusive AI Design pathway includes three components: liberatory design methods that center non-Western epistemologies, anticipatory approaches to reduce representational harm, and decentralized GenAI hubs that support local participation and data sovereignty. The pedagogical pathway, human-centric prompt engineering, equips educators to contextualize prompts and critically engage with outputs. Together, these pathways position GenAI as a tool that can support more equitable and culturally responsive education. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2406_02966 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | Generative AI and Power Imbalances in Global Education: Frameworks for Bias Mitigation Nyaaba, Matthew Wright, Alyson Choi, Gyu Lim Computers and Society Artificial Intelligence This study examines how Generative Artificial Intelligence reproduces global power hierarchies in education and proposes a framework to address resulting inequities. Using a critical qualitative design, the study conducted zero-shot prompt testing with two leading systems, ChatGPT-4 Turbo and Gemini 1.5, and collected real-time outputs from Global North and South contexts. A critical interpretive analysis traced textual, visual, and structural patterns that revealed forms of digital neocolonialism and their implications for educational equity. Findings show six ways in which GenAI can reinforce Western dominance. Western curriculum assumptions appeared when Gemini listed the same four seasons for the United States and Ghana, reflecting Western climatology and overlooking regional knowledge systems. Other patterns included cultural stereotyping in imagery, Western-centered examples in instructional outputs, limited support for Indigenous and local languages, underrepresentation of non-Western identities in visuals, and access barriers linked to subscription-based models. These patterns demonstrate how GenAI can reproduce inequities even as it introduces new educational opportunities. In response, the study proposes a dual-pathway mitigation model. The Inclusive AI Design pathway includes three components: liberatory design methods that center non-Western epistemologies, anticipatory approaches to reduce representational harm, and decentralized GenAI hubs that support local participation and data sovereignty. The pedagogical pathway, human-centric prompt engineering, equips educators to contextualize prompts and critically engage with outputs. Together, these pathways position GenAI as a tool that can support more equitable and culturally responsive education. |
| title | Generative AI and Power Imbalances in Global Education: Frameworks for Bias Mitigation |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2406.02966 |