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Decolonizing the Curriculum in the Age of Digital Structural Violence
Abstract
There is a robust scholarship critical of how technology (particularly artificial intelligence, AI) displaces human agency. Terms like algorithmic coloniality (Mohamed, Png, & Isaac, 2020), data coloniality (Couldry & Mejias, 2020), digital neocolonialism (Adams, 2019), and digital structural violence (Winters et al., 2020) reflect growing concern about AI's potential to exacerbate dehumanization. Uncritical acceptance and passive resignation are untenable responses for ethical education about one of the most significant phenomena shaping the world our students already inhabit. The onus is on scholars to update social justice-oriented curricula to reflect the digital world as a key site for analysis regarding structural inequality. To that end, we offer this piece as a synthesis of the issues and recommendations about how we might unlock the black box and immunize our students against technology-induced isolation and thoughtlessness. It is incumbent on democratic educators to feature digital structural violence as a necessary topic within culturally responsive curricula.
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