Whose Knowledge Counts? Co-Designing Community-Centered AI Auditing Tools with Educators in Hawai`i
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arXiv
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| Autori principali: | , , , , , , , |
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| Natura: | Preprint |
| Pubblicazione: |
2026
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| author | Zhao, Dora Cha, Hannah Ryan, Michael J. Wang, Angelina Helekahi-Kaiwi, Rachel Baker-Ramos Evyn-Bree Diego, Rebecca Hester, Josiah Yang, Diyi |
| author_facet | Zhao, Dora Cha, Hannah Ryan, Michael J. Wang, Angelina Helekahi-Kaiwi, Rachel Baker-Ramos Evyn-Bree Diego, Rebecca Hester, Josiah Yang, Diyi |
| contents | Although generative AI is being deployed into classrooms with promises of aiding teachers, educators caution that these tools can have unintended pedagogical repercussions, including cultural misrepresentation and bias. These concerns are heightened in low-resource language and Indigenous education settings, where AI systems frequently underperform. We investigate these challenges in Hawai`i, where public schools operate under a statewide mandate to integrate Hawaiian language and culture into education. Through four co-design workshops with 22 public school educators, we surfaced concerns about using generative AI in educational settings, particularly around cultural misrepresentation, and corresponding designs for auditing tools that address these issues. We find that educators envision tools grounded in specific Hawaiian cultural values and practices, such as tracing the genealogy of knowledge in source materials. Building on these insights, we conceptualize AI auditing as a community-oriented process rather than the work of isolated individuals, and discuss implications for designing auditing tools. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2603_16646 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Whose Knowledge Counts? Co-Designing Community-Centered AI Auditing Tools with Educators in Hawai`i Zhao, Dora Cha, Hannah Ryan, Michael J. Wang, Angelina Helekahi-Kaiwi, Rachel Baker-Ramos Evyn-Bree Diego, Rebecca Hester, Josiah Yang, Diyi Human-Computer Interaction Computers and Society Although generative AI is being deployed into classrooms with promises of aiding teachers, educators caution that these tools can have unintended pedagogical repercussions, including cultural misrepresentation and bias. These concerns are heightened in low-resource language and Indigenous education settings, where AI systems frequently underperform. We investigate these challenges in Hawai`i, where public schools operate under a statewide mandate to integrate Hawaiian language and culture into education. Through four co-design workshops with 22 public school educators, we surfaced concerns about using generative AI in educational settings, particularly around cultural misrepresentation, and corresponding designs for auditing tools that address these issues. We find that educators envision tools grounded in specific Hawaiian cultural values and practices, such as tracing the genealogy of knowledge in source materials. Building on these insights, we conceptualize AI auditing as a community-oriented process rather than the work of isolated individuals, and discuss implications for designing auditing tools. |
| title | Whose Knowledge Counts? Co-Designing Community-Centered AI Auditing Tools with Educators in Hawai`i |
| topic | Human-Computer Interaction Computers and Society |
| url | https://arxiv.org/abs/2603.16646 |