This exploration with ChatGPT underscores two vital lessons for human rights law education. First, the importance of reflective and critical prompting techniques that challenge it to critique its responses. Second, the potential of customizing AI tools like ChatGPT, incorporating diverse scholarly perspectives to foster a more inclusive and comprehensive understanding of human rights. It also shows the promise of using collaborative approaches to build tools that help create pluriversal approaches to the study of human rights law.
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This is a critique of how designers deal with contending histories and multiple presents in design to speculate about socio-technical futures. The paper unpacks how embedded definitions and assumptions of temporality in current design tools contribute to coloniality in designed futures. As design practice becomes implicated in how oppression extends from physical systems to global digital platforms, our critique rejects the notion that it is only AI that needs fixing and it dissects the Futures Cone used in speculative design to make these issues visible. As an alternative, we offer a hauntological vocabulary to aid designers in reorienting their speculative tools and accommodating pluriversality in anticipatory futures. To illustrate the benefits of the proposed metaphors, we highlight examples of coloniality in digital spaces and emphasize the failure of speculative design to decolonize future imaginaries. Using points of reference from hauntology, those that engage with uncertain states of lingering or spectrality, and notions of nostalgia, absence, and anticipation, this paper contributes to rethinking the role that design tools play in colonizing future imaginaries, especially those pertaining to potentially disruptive technologies.
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Inclusief onderwijs staat hoog op de agenda van De Haagse Hogeschool. Sinds januari 2021 is Naomi van Stapele lector Inclusive Education bij het kenniscentrum Global & Inclusive Learning. In deze intreerede van september 2022 wordt o.a. ingegaan op onzekerheid, de drie leidende beginselen van inclusief onderwijs, de ethische politiek van inclusiviteit, etc.
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