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

Generative AI systems have entered everyday academic, professional, and personal life with remarkable speed, yet most users encounter them as mysterious artifacts rather than intelligible systems. This chapter discusses large language models within a broader historical shift in computing paradigms and argues that many of the confusions surrounding their use arise from a mismatch between how these systems are built, how they behave, and how people expect computers to behave writ large. Rather than treating generative AI as a monolithic technology, the chapter decomposes it into interacting components, spanning data, models, product features, and user inputs, each introducing distinct affordances and tensions. Particular attention is given to the statistical and data-based foundations of these systems and to the fact that their surface behavior is explicitly human-like, a combination that places them squarely within the intellectual traditions of educational and behavioral research. From this perspective, educational researchers are unusually well positioned to study, evaluate, and productively use generative AI systems, drawing on established methods for modeling latent processes, managing uncertainty, and interpreting complex human-system interactions. The goal is to equip readers with a conceptual map that supports more informed experimentation, critical interpretation, and responsible use as these systems continue to evolve.

Drawing on crip theory, this paper proposes cripping AI as a guiding framework to center lived disability experiences in AI research and development. Moving beyond calls to make AI "accessible" to people with disabilities, cripping AI seeks to: (1) reveal and dismantle ableist assumptions embedded in how AI is imagined, designed, and evaluated; (2) center disabled ways of knowing (i.e., cripistemologies); (3) respect disabled labor in co-creating accessible practices. We demonstrate how to apply our framework with three cases: deafness and sign language AI, blindness and visual assistive AI, and stuttering and speech AI. We end by outlining three directions for future work, including cripping AI with diverse human bodyminds, across the entire AI pipeline and ecosystem, and in collaboration with other justice-oriented AI efforts.

As generative AI becomes increasingly integrated into higher education, its frequent errors and hallucinations, often seen as limitations, offer a unique pedagogical opportunity. By framing AI as a ``learning companion'' whose imperfect outputs prompt analysis, evaluation, and reflection, we argue that instructors can engage students in the fundamental processes of higher-order thinking. This paper presents a design-oriented study in which an AI-integrated syllabus in a \textit{database design} course deliberately leverages AI's limitations to foster critical thinking and higher-order cognitive skills aligned with Bloom's taxonomy of learning. Using a mixed-methods approach, we examine how structured interaction with AI-generated errors supports metacognitive engagement, reinforces disciplinary rigor, and relates to students' perceived AI literacy and subject-matter competency.