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This paper seeks to contribute an analysis to the ongoing debate about how international organisations govern education futures through Eurocentric policy initiatives. Using thematic analysis situated within decolonial methodologies to review two foundational documents pertaining to the ethics of AI in education, I argue that these documents are best understood as sites of epistemic production about how governance of AI in education is taking place through the development of a Eurocentric system of values. The main assumption is that discourse constructs reality rather than simply reflecting it. As such, the study of texts in this manner can uncover how social reality is systematically created to govern the behaviour of individuals and groups.
Selena Nemorin (2024) studied this question.