  We use an autoethnographic case study of a Latinx high school student from an
agricultural community in California to highlight how AI is learned outside
classrooms and how her personal background influenced her social-justice
oriented applications of AI technologies. Applying the concept of learning
pathways from the learning sciences, we argue that redesigning AI education to
be more inclusive with respect to socioeconomic status, ethnoracial identity,
and gender is important in the development of computational projects that
address social-injustice. We also learn about the role of institutions, power
structures, and community as they relate to her journey of learning and
applying AI. The future of AI, its potential to address issues of social
injustice and limiting the negative consequences of its use, will depend on the
participation and voice of students from the most vulnerable communities.
