Learning to use GenAI for scholarly publication

Abstract Unequal access to resources for publication for Global South scholars is decidedly real when we consider issues of epistemic injustice encountered by them ( Higgins, 2024 ). The emergence of Generative artificial intelligence (GenAI) may seem like a panacea for addressing this social injustice. However, ongoing material challenges (e.g., limited access to digital media and AI tools) prevent Global South scholars from fully exploiting AI-generated writing ( Dobinson et al., 2024 ; Warschauer et al., 2023 ). Against this fraught backdrop, we situate our Indonesia-based case study within a decolonial perspective, centering two Indonesian scholars who have attended GenAI workshops on writing for publication. Through thematic analysis, triangulating data from interviews, artifacts, member checking, and peer debriefing, we explore how they negotiated the learning and application of GenAI tools. Our findings reveal that while workshops were generally helpful, the participants faced challenges such as structural inequities in research resources and accessibility, English and discursive challenges, and written voices and academic integrity. From an English for research publication purposes (ERPP) perspective, these findings suggest that GenAI alone will not be able to level the proverbial publication playing field; instead, Global South scholars require mentorship and guidance in navigating the complex publishing process.