Generative artificial intelligence and the marginalization of minoritized knowledges in higher education: the case of disability

ArXi:2605.26769v1 Announce Type: cross 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 nstrate that