"With growing awareness of, and attention to, the potential of data to inform decisions across contexts, has come an increasing recognition and need to develop data literacy strategies that support people to learn to be critical of data, given this consequential nature of data use (and abuse). To achieve a just society, inequities in both capacity for data literacy, and the applications of data in society, must be addressed. A key aim is to create learning experiences that engage learners with issues of power and inequity, including those typically marginalized by data literacy education. In this way, data literacy and social justice learning goals are intertwined, and mutually supportive, in developing data literacy in learning about, through, and for social justice." Knight, Matuk, & DesPortes, (2022). Inequities may arise in terms of the burden of data collection, the benefits of data use, experience of that use, and capacity to access data interpretation ('physical' access, and skills). As such, inequities in access to AI may increase, not tackle, inequality. Inequities may flow through in bringing together groups to design, develop, evaluate, and implement systems.Knight, S., Matuk, C., & DesPortes, K. (2022). Guest Editorial: Learning at the Intersection of Data Literacy and Social Justice. Educational Technology & Society. https://opus.lib.uts.edu.au/bitstream/10453/164887/2/ETS_25_4_<br 1. pdf>