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CC BY V4.0, Open Access
Journal article
A Conceptual Framework for Leveraging Large Language Models to Build Communities that Enable Inclusive Education
Innovation and Education, Vol.7(1), pp.86-113
2026
Abstract
This paper proposes a conceptual framework for understanding how Large Language Models (llms) can be used to facilitate identification with the Other, particularly in the context of inclusive education. While llms have been deployed in various educational roles, there is limited research on their capacity to support processes of identification and othering. The paper situates identity as multiple, hybrid, and constructed through socio-cultural practices and power relations. It highlights how llms, when used in role-play, can both reflect and challenge dominant discourses, offering opportunities for learners to engage with perspectives different from their own. The conceptual framework integrates semiotic, phenomenological, and sociological identifications, and introduces tools for analysing othering and revolutionising processes within discourse and learners' and llms' negotiation of identity positions during interaction. By fostering deeper engagement with the discourse of both learners and llms, educators can build communities that enable inclusive education.
Details
- Title
- A Conceptual Framework for Leveraging Large Language Models to Build Communities that Enable Inclusive Education
- Authors/Creators
- Natasha Anne Rappa
- Publication Details
- Innovation and Education, Vol.7(1), pp.86-113
- Publisher
- Brill
- Number of pages
- 28
- Identifiers
- 991005865140607891
- Copyright
- © Rappa, 2026
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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