As part of a collaboration between Better Images of AI and Cambridge University’s Diversity Fund, Hanna Barakat was commissioned to create a digital collage series to depict diverse images about the learning and education of AI at Cambridge. Hanna’s series of images complement our competition that we opened up to the public at the end of last year which invited submissions for better images of AI from the wider community – you can see the winning entries here.
In the blog post below, Hanna Barakat talks about her artistic process and reflections upon contributing to this collection. Hanna provides her thoughts on the challenges of creating images that communicate about AI histories and the inherent contradictions that arise when engaging in this work.
The purpose behind the collection
As outlined by the Better Images of AI project, normative depictions of AI continue to perpetuate negative gender and racial stereotypes about the creators, users, and beneficiaries of AI. Moreover, they misdirect attention from the harms implicit in the real-life applications of the technology. The lack of diversity—and the problematic interpretation of diversity—in AI-generated images is not merely an ‘output’ issue that can be easily fixed. Instead, it stems from deep-rooted systemic issues that reflect a long history of bias in data science.
As a result, even so-called ‘diverse’ images created by AI often end up reinforcing these harms [Fig.1]. The image below has adopted token diversity tropes like a wheelchair, different skin tones and a mix of genders – superficially appearing diverse without addressing deeper issues like context, intersectionality, and the inclusion of underrepresented groups in leadership roles. The teacher remains to be an older, able-bodied white male and the students all appear to be conventionally attractive, similarly sized individuals wearing almost matching types of clothing. The image also shows a fictional blue holographic image of a robot in the centre – misrepresenting what generative AI is and exaggerating the capabilities of the technology.
Figure 1. Image depicting an educational course on Generative AI.
As academic institutions like the Leverhulme Centre for the Future of Intelligence are exploring “vital questions about the risks and opportunities emerging with AI,” they commissioned images that reflect a more nuanced depiction of the risks and opportunities. Specifically, they requested seven images that represent the diversity in Cambridge’s teaching about AI, with the intention to use these images for courses, websites, and events programs.
Hanna’s artistic process
My process takes a holistic approach to “diversity” – aiming to avoid the “DEI-washing” images that reduce diversity to a gradient of brown bodies or tokenization of marginalized groups in the name of “inclusion” but often fail to acknowledge the positionality of the institutions utilizing such images.
Instead, my approach interrogates the development of AI technology, its history of computing in the UK, and the positionality of elite institutions such as Cambridge University to create thoughtful images about the education of AI at Cambridge.
Analog Lecture on Computing by Hanna Barakat & Cambridge Diversity Fund and Pas(t)imes in the Computer Lab by Hanna Barakat & Cambridge Diversity Fund
Through digital collages of open-source archival images, this series offers a critical visual depiction of education about AI. Collage is a way of moving against the archival grain– reinserting, for example, the overlooked women who ran cryptanalysis of the Enigma Machine at Bletchley Park to surrealist depictions of a historically contextualized lecture about AI. By combining mixed media layers, my artistic process seeks to weave together historical narratives and investigate the voices systemically overlooked and/or left out.
I carefully navigated the archive and relied on visual motifs of hands, strings, shadows, and data points. Throughout the series, these elements engage with the histories of UK computing as a starting point to expose the broader sociotechnical nature of AI. The use of anonymous hands becomes a way of encouraging reflection upon the human labor that underpins all machines. The use of shadows symbolizes the unacknowledged labor of marginalized communities throughout the Global Majority.
Turning Threads of Cognition by Hanna Barakat & Cambridge Diversity Fund
It is these communities upon which technological “process” has relied upon and at whose expense “progress” has been achieved. I use an abstract interpretation of data points to symbolize the exchange of information and learning on university campuses. I was inspired by Ada Lovelace, Cavendish Labs archive (physics laboratories), which depicts photos of early histories of computing, the stories of Cambridge Language Research Unit (CLRU) run by Margaret Masterman, Jean Valentine, and the many other Cambridge-educated women at Bletchley Park that made Alan Turing’s achievements possible.
Lovelace GPU by Hanna Barakat & Cambridge Diversity Fund
The challenges of creating images relating to the diverse history of AI
Nonetheless, I remain cautious about imbuing these images with too much subversive power. Like any nuanced undertaking, this project grapples with tension, including navigating the challenge of representing diverse bodies without tokenizing them; drawing from archival material while recognizing the imperialist incentives that shape their creation; portraying education about AI in ways that are both literal and critically reflective, particularly in contexts where racial and ethnic diversity (in the histories of UK) are not necessarily commonplace; and balancing a respect for the critical efforts of the CFI with an awareness of its positionality as an elite institution. On a practical level, I encountered challenges in accessing the limited number of images available, as many were not fully licensed for open access.
I list these tensions not to imply as a means of demonstrating hypocrisy, but, quite the opposite—to illuminate the complexities and inherent contradictions that arise when engaging in this work. By highlighting these points of friction, I am able to acknowledge the layered positionality that shapes both the process and the outcomes, emphasizing that such tensions are not obstacles to be avoided but rather essential facets of critically engaged practice.
If you want to read more about the processes behind Hanna’s work, view her Artist Log on the AIxDESIGN site. You can also learn how to make your own archival images of AI by exploring our Playbook that we released at the end of 2024 with AIxDESIGN and the Netherlands Sound and Vision Institute.
Dr Aisha Sobey was behind the project which was commissioned with funding from Cambridge Diversity Fund.
This project grew from the desire of CFI and multiple collaborations with Better Images of AI to have better images of AI in relation to the teaching and learning we do at the Centre, and from my research into the ‘lookism’ of generative AI image models. I knew that asking for the combination of criteria to show anonymous, diverse people in images of AI learning would be tricky, but even as the project evolved to take a historical lens to reclaim lost histories, this proved to be a really difficult task for the artists.
The images created by Hanna and the entries to the prize competition showed some brilliant and unique takes on the prompt. Still, they often struggled to bring diverse people and Cambridge together. It points to the barriers of showing difference in an ethical way that doesn’t tokenise or exploit already marginalised groups – and we didn’t solve that challenge in these images, and the need for more diverse people in places like Cambridge to make these stories. However, I am hopeful that the process has been valuable to illuminate different challenges of doing this kind of work and further that the images offer alternative and exciting perspectives to the representation of diversity in learning and teaching AI at the University.”
Artist Subjectivity Statement
In creating these images which seek to depict diversity, it is imperative to address the “experience of the knower.” Thus, consistent with a critical feminist framework, I feel it is important to share my identity and positionality as it undoubtedly shapes my artistic practice and influences my approach to digital technologies.
My name is Hanna Barakat. I am a 25-year-old science & technology studies researcher and collage artist. I am a female-identifying Palestinian-American. While I was raised in Los Angeles, California, I am from Anabta, Palestine. Growing up in the Palestinian diaspora, my experience is informed by layers of systemic violence that traverse the digital-physical “divide.” I received my education from Brown University, a reputable university in the United States.
Brown University’s founders and benefactors participated in and benefited from the transatlantic slave trade. Brown University is built on the stolen lands of the Narragansett, Wôpanâak, and Pokanoket communities. In this light, I materially benefit from, and to some degree am harmed by, my location within systems of settler colonialism, whiteness, racial capitalism, Islamophobia, heteropatriarchy, and education inequality. My identity, lived experiences, and fraught relationship with technology inform my approach to artist practice–which uses visual language as a tool to (1) critically challenge normative narratives about technology development and (2) imagine cultural contextualized and localized digital futures.
