Decolonial and feminist framework positioning AI leadership as moral and onto-epistemological stewardship¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article synthesizes decolonial theory, which situates AI within histories of coloniality that normalize Eurocentric epistemologies, with critical feminist theory, which illuminates the invisible relational labor of leaders. Together they frame leadership as "a form of moral and onto-epistemological stewardship" rather than policy enforcement, treating AI as not neutral but embedded in assumptions about intelligence, language, and legitimacy. The authors use this dual lens to analyze how governance and everyday practices may reproduce epistemic violence against marginalized learners.

Design Implications¶

Context¶

Requirements¶

• Leaders must attend to the diverse onto-epistemologies of students, faculty, and administration when governing AI

Constraints¶

• The framework is developed and illustrated within one medium-sized Catholic university context

Target Learners¶

• higher education faculty and students
• academic leaders (associate deans)

Target Learning Objectives¶

• ethical and equitable AI governance
• recognizing and resisting epistemic violence in educational technology

Claims¶

• Ai Increases Invisible Labor Of Associate Deans [+M]
• Integrity Equity Concerns Span All Units [+M]

Related Theories¶

• Integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis across the handbook

Examples¶

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Key Sources¶

• Dozier, V., & Molina, S. C. (2026). Leading From the Precipice: How Academic Deans Are Navigating Artificial Intelligence in Higher Education. New Directions for Student Leadership. https://doi.org/10.1002/yd.70077