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“... coloniality survives colonialism. It is maintained alive in books, in the criteria for academic performance, in cultural patterns, in common sense, in the self-image of peoples, in aspirations of self, and so many other aspects of our modern experience. In a way, as modern subjects we breathe coloniality all the time and every day’ (Maldonado-Torres, 2007, p. 243)

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What to expect today - Mentimeter interaction

Check-in & Chatterfall (Mentimeter)
Some dimensions of race in AI
Critical AI literacy (dismantle oppressive systems)
TRIZ: how might we challenge/resist/dismantle racism in AI
Takeaways

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Slides are open for commenting: https://bit.ly/RaceAIbali

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What nourishes you lately?

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What is a valuable insight you gained from previous presentations today so far?

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What is a metaphor for AI you would use?

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Ethics and AI

"The AI that we have here and now? It’s racist. And ablest. And sexist. And riddled with assumptions. And that includes large language models like the one #ChatGPT is built on" Brenna Clark Gray

https://digitaldetox.trubox.ca/losing-the-plot-from-the-dream-of-ai-to-performative-equity/

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Have you ever played QuickDraw?

(Blogpost)

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In what ways has AI in edtech been racist in the past?

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In what ways has AI been racist in the past in non-edu settings such as criminal justice and labor markets?

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When/who would make it from scratch? How to motivate someone to?

Store bought is like getting help from another human?

Home-made but from a box - when would you need that? When is it OK?

When would you buy from the grocery store?

Cake as a metaphor for AI

When would you make it from scratch, from box, bakery or grocery?

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If cake was a metaphor for AI text generators, I would say it tends to produce “Vanilla cake” consistently

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Ours is a eugenicist society: from the funding of school districts to the triaging of patients, “privilege” is a euphemism for tyranny. Any attempt at spreading justice, then, entails not simply “including” those who’ve been disposed of but fundamentally transforming the societies into which they’re included.

Ruha Benjamin, Viral Justice

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In the words of James Baldwin, “We are living in a world in which everybody and everything is interdependent.” It is not something we must strive to be. We are. Opposing everyday eugenics requires that we acknowledge and foster a deep-rooted interdependence, not as some cheery platitude but as a guiding ethos for regenerating life on this planet.

Ruha Benjamin, Viral Justice

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While we often think of terms such as “big data” and “algorithms” as being benign, neutral, or objective, they are anything but. The people who make these decisions hold all types of values, many of which openly promote racism, sexism, and false notions of meritocracy, which is well documented in studies of Silicon Valley and other tech corridors.

Safia Noble, Algorithms of Oppression

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Egyptian context

ChatGPT is officially not enabled in Egypt - must use VPN and workarounds. Bard was available late
ChatGPT writes Arabic but not as well as English
ChatGPT is clearly trained on mostly white, male, Western data and hallucinates (or at least stereotypes) much more frequently with information about this part of the world
Non-native speakers of English are likely to be impressed with its output and less likely to trust in the quality of their own voice in writing.

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On the importance of critical AI literacy

4 Aspect of AI literacy

Know and understand,
Use and apply,
Evaluate and create, and
Ethical issues

Ng et al. 2021. Conceptualizing AI literacy: An exploratory review

Graphic based on Maha Bali blogpost

Maha :

There are many terms out there you may be familiar with already such as academic literacies, digital literacies, algorithmic literacy, etc. Anna Mills cautions that we can’t just teach students about the generative AI writing tools - we need to teach critical AI literacy as well. Ng and co-authors define AI literacy as having 4 aspects - know and understand, use and apply, evaluate and create, and ethical issues. This applies to both students, educators and the general population but especially to us in HE because if we don’t have these literacies, how can we integrate it in our courses and teach our students to be critically AI literate and use it in their lives.

Ng et al. 2021. Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence.

At the moment many of us are getting to grips with how it works in basic terms and the limitations of AI and this is fine. Here is a useful short guide to share with students and you can use it to explain ChatGPT to your students, just one AI tool but links to others - we all need to start somewhere https://bit.ly/startAI The critical part comes in with challenging the AI, recognising when AI is hallucinating and not reliable similar to fake news. It’s about understanding how and why text outputs may be biased, because generative AIs scrapes text from public sites on the internet which are very global north in its perspective and imbued with the values and biases of its societies.

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TRIZ - A Liberating Structure

If our goal as educators is to dismantle or resist or challenge racial injustice in AI,,THEN

To do TRIZ we go backwards:

If our goal was to reproduce or exacerbate racism in AI, what would we do in how we train it, how we code it, how we teach about it and how we use it in education?

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What is something on this list you can actively STOP doing in order to avoid exacerbating or reproducing racial injustice?

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Speculative Futures/Fiction Approach

Have you read this article by many authors from around the world? Notice how Bonnie Stewart’s positive and negative narratives both mention racial discourse and impact on minoritized/marginalized groups

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What is ONE thing you’re taking away from our conversation today?

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Thank You!

Slides: https://bit.ly/RaceAIbali

Email: bali@aucegypt.edu

Twitter: @bali_maha

Feedback Feedback https://bit.ly/balikeynotes

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