Plurality as transformative, not additive

James Parker


Pluralizing must not be seen as an addition to the curriculum - it should necessarily transform a supposed canon and our understanding of concepts and ideas. Diverse perspectives shouldn't be added as a separate unit or section to syllabi, but should be the central structuring logic of curricula. Consider the example of Natural Language Processing (NLP) as a pedagogic topic. Any discussion of NLP should consider what ‘language’ means beyond Anglophone spaces and how it must be discussed not as a universal faculty but as a context-specific parameter. The histories, techniques, and applications of automatic speech recognition or voice biometrics vary largely across languages. Curricula building would require a conscious inclusion of resources that address this question of what language in natural language processing means in various contexts.