Decolonizing GenAI-assisted Teaching and Learning: A Land-based Pedagogical Perspective

• In Event: Indigenous Peoples, Epistemologies And Praxis In Education

Abstract

The integration of generative artificial intelligence in college education risks perpetuating Eurocentrism and coloniality, disrupting Indigenous ways of knowing. This paper critically examines how land-based pedagogy can serve as an alternative within GenAI-integrated teaching and learning. Drawing on core principles of reconnection to land, relationality, and storytelling, this conceptual work reveals land-based pedagogy’s potential to reshape AI-assisted education by fostering embodied, reciprocal, and relational learning to support Indigenous knowledge sovereignty. Addressing a gap in deep analysis of the Indigenous pedagogy, this work encourages scholars, instructors, and students to recognize and resist colonial knowledge frameworks in GenAI education and to embrace learning grounded in Indigenous relational pedagogies.

Author

• Yilun Jiang, Michigan State University