Who Controls the Curriculum for AI? The Limits of Participatory Design for Educational AI

Participatory design is a long-standing effort to shift control over technology design from technologists to users and communities impacted by technologies. For educational AI, this means involving students, families, teachers, and other stakeholders in shaping the design of AI systems. While promising, in this article, I situate the recent calls for participatory design of educational AI systems within a different historical tradition—that of contests over local control of educational curricula. I argue that approaches that attempt to steer the design and development of educational AI through participatory methods may inadvertently reproduce the history of political contestation of educational curricula, in ways that may privilege the most powerful communities, rather than those inequitably impacted. What might it look like to treat participatory AI design as a site for political contestation? How might these approaches avoid reproducing the same majoritarian tendencies that led to educational inequities in the first place?