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Educational disparities within the Dominican Republic (DR) have long-standingorigins rooted in economic, political, and social inequity. Addressing thesechallenges has necessarily called for capacity building with respect toeducational materials, high-quality instruction, and structural resourcing.Generative AI tools like ChatGPT have begun to pique the interest of Dominicaneducators due to their perceived potential to bridge these educational gaps.However, a substantial body of AI fairness literature has documented ways AIdisproportionately reinforces power dynamics reflective of jurisdictionsdriving AI development and deployment policies, collectively termed the AIGlobal North. As such, indiscriminate adoption of this technology for DReducation, even in part, risks perpetuating forms of digital coloniality.Therefore, this paper centers embracing AI-facilitated educational reform bycritically examining how AI-driven tools like ChatGPT in DR education mayreplicate facets of digital colonialism. We provide a concise overview of20th-century Dominican education reforms following the 1916 US occupation.Then, we employ identified neocolonial aspects historically shaping Dominicaneducation to interrogate the perceived advantages of ChatGPT for contemporaryDominican education, as outlined by a Dominican scholar. This work invites AIGlobal North & South developers, stakeholders, and Dominican leaders alike toexercise a relational contextualization of data-centric epistemologies likeChatGPT to reap its transformative benefits while remaining vigilant ofsafeguarding Dominican digital sovereignty.

Decoding The Digital Fuku: Deciphering Colonial Legacies to Critically Assess ChatGPT in Dominican Education