Gespeichert in:
| 1. Verfasser: | |
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| Format: | Preprint |
| Veröffentlicht: |
2026
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| Schlagworte: | |
| Online-Zugang: | https://arxiv.org/abs/2605.26769 |
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Inhaltsangabe:
- 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. This article examines whether a hybridization between the researcher and the machine might preserve epistemic plurality, while acknowledging the structural limitations inherent in algorithmic correction when used as a purely palliative strategy.