Towards a Critical Legal Tech Education: A Decolonial Approach

Abstract

The intersection of law, technology, and decolonial theory offers a critical framework for exposing and challenging power asymmetries embedded in both legal and technological systems. Drawing from his experience as a criminal defense attorney and legal academic, Diego H. Alcalá Laboy critiques how surveillance technologies, often framed as tools for justice, disproportionately harm marginalized communities. Grounded in Latin American decolonial theory, particularly the modernity/coloniality/decoloniality triad and the concept of pluriversality, he argues for reimagining legal scholarship and pedagogy to disrupt Eurocentric and universalist assumptions. Using a colonizer/colonized framework, he advocates for bottom-up knowledge creation that centers the voices of those historically excluded from legal and technological discourse. The article ultimately calls for a decolonial legal tech education that resists epistemic homogeneity and envisions more equitable, community-driven alternatives to mainstream law and technology paradigms