Janine Aldous Arantes
Biographic Data
| ID | 3448455 |
|---|---|
| NAME | Janine Aldous Arantes |
| GIVEN NAMES | Janine Aldous |
| FAMILY NAME | Arantes |
| SIGNATURE | ARANTES J A |
| AFFILIATIONS | Victoria University |
| ORCID | 0000-0002-0301-5780 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Reframing AI governance in education: Insights from the social model of disability
Artificial Intelligence (AI) offers potential benefits for students with hidden disabilities like dyslexia but also risks exacerbating inequities due to digital poverty and commercial bias. This paper explores how commercial interests shape access to AI tools for students with dyslexia. Using the social model of disability, we critique how commercial influences shape access to assistive AI technologies through four speculative scenarios. The firs…
Unsafe workplaces, marketed students: The deepfake policy gap in education
This paper interrogates the challenges that deepfake media and AI-generated synthetic content pose for educational policy, governance, and the evolving notion of classroom safety. Moving beyond traditional paradigms that center student welfare and physical security, the analysis foregrounds the neglected psychosocial risks facing teachers, whose occupational safety is increasingly threatened by gendered forms of digitally mediated violence. Drawi…
The invisible ink that marks our paths: Lived experience perceptions of academic legitimacy
Despite institutional discourses of diversity and inclusion, the epistemic authority of neurodivergent scholars, queer educators, and care work in higher education remains filtered through hierarchies that privilege normative knowledge systems and quantifiable outputs. In this paper, we reflect as a neurodivergent educator, a queer scholar, and a mother navigating care work amid AI-driven academic reform, not through evaluation of any single univ…
Too risky for the road but safe for schools? Rethinking smart glasses in the science classroom
This paper critically examines the governance of smart glasses in K-12 science education, using science classrooms as a case through which policy design challenges become visible. We position these wearable technologies not only as tools of pedagogical innovation but as governance challenges requiring regulatory attention. The vendors of smart glasses claim that their devices enhance real-time visualisation, support hands-free inquiry, and person…
Educational Illusion and Collapse: Postdigital Classrooms as Places of Entangled Encounter(ing)
In this conceptual paper, we argue that the idea of future-making intensifies the totalising logic of quantified and commodified learning experiences. By situating our analysis within postdigital theory, we offer a novel contribution to understanding how digital infrastructures reshape pedagogical relations. Incorporating interdisciplinary theoretical conceptions of space, time, and structure, we emphasise the need for reimagining educational spa…
Investigating digital poverty and the new forms of agency and advocacy needed in Initial Teacher Education
Using Judith Butler’s theory of performative subjection, this paper explores the issue of digital poverty in Initial Teacher Education and the need for new forms of agency and advocacy to address it. The concept of digital agency (DA) and educational data advocacy (EDA) are discussed as possible ameliorating concepts for digital poverty and the increasing digital divide in Initial Teacher Education (ITE). In this theoretical paper, the authors em…
Educational data brokers: Using the walkthrough method to identify data brokering by edtech platforms
As a result of the growing commercial marketplace for teachers’ digital data, a new organization that includes educational data brokers has evolved. Educational data brokerage is relatively intangible due to the ease of de-identified data being collected and sold via educational technology. There is an urgent need to expose how the brokerage of educational data relates to the commercial mediation of consent and privacy in educational settings. It…
Digital twins and the terminology of “personalization” or “personalized learning” in educational policy: A discussion paper
There has been a policy push in K-12 educational settings towards personalized learning in the last decade. Commercial platforms and learning designers have responded, offering learning tools to support teaching and learning through data-driven insights and recommendations. Trending towards the augmentation or replacing human teachers with non-human technology, this paper argues that personalized learning with human teachers is an entirely differ…
Always on standby: Acknowledging the psychosocial risk of our postdigital presence in online digital labour in higher education
This paper focuses on our experiences as higher education workers and the changing work culture that has resulted in the move to online digital labour.The shift to online and remote teaching has had disastrous impacts on academics' ability to both pursue research, and maintain a work-life balance.Examined in this paper is an understanding of how online digital labour has created an ontological shift that has inexorably blurred the boundaries betw…
Educational data advocates: Emerging forms of teacher agency in postdigital classrooms
Commercial platforms are being increasingly used in classrooms as teaching and learning tools. Beyond shifts in practice to accommodate this, the teacher becomes a tool of the platform – generating and collecting data for commercial entities. It is time to move from commercial platforms working through teachers to influence education, towards working with teachers in the ethical use of educational data. The purpose of this paper is twofold. First…
Missing in action: Queer(y)ing the educational implications of data justice in an age of automation
In the recent Australian 2021 census, the socio-technical construct of algorithmically driven decision-making processes made LGBTQI+ data as a category of diversity, inclusion and belonging an absent presence. In this paper, we position the notion of ‘data justice’ in relation to the entrenchment of inequalities and exclusion of LGBTQI+ lives and consider the implications of LGBTQI+ data being missing in action. As we look at the notion of ‘data …
Personalization in Australian K-12 classrooms: How might digital teaching and learning tools produce intangible consequences for teachers’ workplace conditions
Recent negotiations of ‘data’ in schools place focus on student assessment and NAPLAN. However, with the rise in artificial intelligence (AI) underpinning educational technology, there is a need to shift focus towards the value of teachers’ digital data. By doing so, the broader debate surrounding the implications of these technologies and rights within the classroom as a workplace becomes more apparent to practitioners and educational researcher…
Rescripting creativity after automation: Situating the simulacrum to interpret the queerness of computational creativity
Purpose The purpose of this paper is to examine how automation in the ever-changing technological landscape is increasing integrated into, and has become a significant presence in, our personal lives. Design/methodology/approach Through post qualitative inquiry, the authors provide a contemplation of automation and its effect on creativity, as a contemporary expression of dis/locations, the simulacrum, performative work and a toxic digital presen…
It's too late – the post has gone viral already: A novel methodological stance to explore K-12 teachers' lived experiences of adult cyber abuse
Purpose The purpose of this scoping rapid review was to identify and analyse existing qualitative methodologies that have been used to investigate K-12 teachers' lived experiences of adult cyber abuse as a result of student content “going viral” to propose a novel methodological stance incorporating the Australian Online Safety Act 2021. Design/methodology/approach A search of Google Scholar was conducted using keywords and phrases related to cyb…
The ‘Postdigital Teacher Identities’ Praxis: A Discussion Paper
Teaching in the Age of Covid-19—The New Normal
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
The Samr model as a framework for scaffolding online chat: A theoretical discussion of the Samr model as a research method during these “interesting” times
Purpose The purpose of this paper is to explore the potential of the substitution, augmentation, modification and redefinition (SAMR) model as a research method via a project that aimed to investigate pre-service teachers' negotiation of data-rich environments. Design/methodology/approach The project that underpins this paper saw the author working with a group of seven pre-service teachers through an online learning community on WhatsApp to expl…
The Servitization of Australian K-12 Educational Settings
Teaching in the Age of Covid-19—1 Year Later
In March 2020 I published the 'emergency editorial' in Postdigital Science and Education and invited the community to 'explore all imaginable aspects of this large social experiment that the Covid-19 pandemic has lain down in front of us' (Jandri 2020a: 237). Articles immediately started pouring in; within weeks, the journal's contributions had been recognized by institutions such as the World Health Organization, the US National Library of Medic…
Teaching in the Age of Covid-19
This article presents a collection of short testimonies and workspace photographs received between 18 March and 5 May in response to my Call for Testimonies reproduced in the next section. The testimonies are lined up in order of when they were received. Each section starts with the place and time of writing, followed by a brief author biography, their testimony, and one workspace photograph. In numbers, the collection consists of 81 textual test…
Teaching in the Age of Covid-19
This article presents a collection of short testimonies and workspace photographs received between 18 March and 5 May in response to my Call for Testimonies reproduced in the next section. The testimonies are lined up in order of when they were received. Each section starts with the place and time of writing, followed by a brief author biography, their testimony, and one workspace photograph. In numbers, the collection consists of 81 textual test…
Teaching in the Age of Covid-19
This article presents a collection of short testimonies and workspace photographs received between 18 March and 5 May in response to my Call for Testimonies reproduced in the next section. The testimonies are lined up in order of when they were received. Each section starts with the place and time of writing, followed by a brief author biography, their testimony, and one workspace photograph. In numbers, the collection consists of 81 textual test…
The Servitization of Australian K-12 Educational Settings
Teaching in the Age of Covid-19—1 Year Later
In March 2020 I published the 'emergency editorial' in Postdigital Science and Education and invited the community to 'explore all imaginable aspects of this large social experiment that the Covid-19 pandemic has lain down in front of us' (Jandri 2020a: 237). Articles immediately started pouring in; within weeks, the journal's contributions had been recognized by institutions such as the World Health Organization, the US National Library of Medic…
The ‘Postdigital Teacher Identities’ Praxis: A Discussion Paper
Teaching in the Age of Covid-19—The New Normal
Dissolving the Dichotomies Between Online and Campus-Based Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion,…
The Samr model as a framework for scaffolding online chat: A theoretical discussion of the Samr model as a research method during these “interesting” times
Purpose The purpose of this paper is to explore the potential of the substitution, augmentation, modification and redefinition (SAMR) model as a research method via a project that aimed to investigate pre-service teachers' negotiation of data-rich environments. Design/methodology/approach The project that underpins this paper saw the author working with a group of seven pre-service teachers through an online learning community on WhatsApp to expl…
Educational data advocates: Emerging forms of teacher agency in postdigital classrooms
Commercial platforms are being increasingly used in classrooms as teaching and learning tools. Beyond shifts in practice to accommodate this, the teacher becomes a tool of the platform – generating and collecting data for commercial entities. It is time to move from commercial platforms working through teachers to influence education, towards working with teachers in the ethical use of educational data. The purpose of this paper is twofold. First…
Missing in action: Queer(y)ing the educational implications of data justice in an age of automation
In the recent Australian 2021 census, the socio-technical construct of algorithmically driven decision-making processes made LGBTQI+ data as a category of diversity, inclusion and belonging an absent presence. In this paper, we position the notion of ‘data justice’ in relation to the entrenchment of inequalities and exclusion of LGBTQI+ lives and consider the implications of LGBTQI+ data being missing in action. As we look at the notion of ‘data …
Personalization in Australian K-12 classrooms: How might digital teaching and learning tools produce intangible consequences for teachers’ workplace conditions
Recent negotiations of ‘data’ in schools place focus on student assessment and NAPLAN. However, with the rise in artificial intelligence (AI) underpinning educational technology, there is a need to shift focus towards the value of teachers’ digital data. By doing so, the broader debate surrounding the implications of these technologies and rights within the classroom as a workplace becomes more apparent to practitioners and educational researcher…
Rescripting creativity after automation: Situating the simulacrum to interpret the queerness of computational creativity
Purpose The purpose of this paper is to examine how automation in the ever-changing technological landscape is increasing integrated into, and has become a significant presence in, our personal lives. Design/methodology/approach Through post qualitative inquiry, the authors provide a contemplation of automation and its effect on creativity, as a contemporary expression of dis/locations, the simulacrum, performative work and a toxic digital presen…
It's too late – the post has gone viral already: A novel methodological stance to explore K-12 teachers' lived experiences of adult cyber abuse
Purpose The purpose of this scoping rapid review was to identify and analyse existing qualitative methodologies that have been used to investigate K-12 teachers' lived experiences of adult cyber abuse as a result of student content “going viral” to propose a novel methodological stance incorporating the Australian Online Safety Act 2021. Design/methodology/approach A search of Google Scholar was conducted using keywords and phrases related to cyb…
Educational data brokers: Using the walkthrough method to identify data brokering by edtech platforms
As a result of the growing commercial marketplace for teachers’ digital data, a new organization that includes educational data brokers has evolved. Educational data brokerage is relatively intangible due to the ease of de-identified data being collected and sold via educational technology. There is an urgent need to expose how the brokerage of educational data relates to the commercial mediation of consent and privacy in educational settings. It…
Digital twins and the terminology of “personalization” or “personalized learning” in educational policy: A discussion paper
There has been a policy push in K-12 educational settings towards personalized learning in the last decade. Commercial platforms and learning designers have responded, offering learning tools to support teaching and learning through data-driven insights and recommendations. Trending towards the augmentation or replacing human teachers with non-human technology, this paper argues that personalized learning with human teachers is an entirely differ…
Always on standby: Acknowledging the psychosocial risk of our postdigital presence in online digital labour in higher education
This paper focuses on our experiences as higher education workers and the changing work culture that has resulted in the move to online digital labour.The shift to online and remote teaching has had disastrous impacts on academics' ability to both pursue research, and maintain a work-life balance.Examined in this paper is an understanding of how online digital labour has created an ontological shift that has inexorably blurred the boundaries betw…
Educational Illusion and Collapse: Postdigital Classrooms as Places of Entangled Encounter(ing)
In this conceptual paper, we argue that the idea of future-making intensifies the totalising logic of quantified and commodified learning experiences. By situating our analysis within postdigital theory, we offer a novel contribution to understanding how digital infrastructures reshape pedagogical relations. Incorporating interdisciplinary theoretical conceptions of space, time, and structure, we emphasise the need for reimagining educational spa…
Investigating digital poverty and the new forms of agency and advocacy needed in Initial Teacher Education
Using Judith Butler’s theory of performative subjection, this paper explores the issue of digital poverty in Initial Teacher Education and the need for new forms of agency and advocacy to address it. The concept of digital agency (DA) and educational data advocacy (EDA) are discussed as possible ameliorating concepts for digital poverty and the increasing digital divide in Initial Teacher Education (ITE). In this theoretical paper, the authors em…
Reframing AI governance in education: Insights from the social model of disability
Artificial Intelligence (AI) offers potential benefits for students with hidden disabilities like dyslexia but also risks exacerbating inequities due to digital poverty and commercial bias. This paper explores how commercial interests shape access to AI tools for students with dyslexia. Using the social model of disability, we critique how commercial influences shape access to assistive AI technologies through four speculative scenarios. The firs…
Unsafe workplaces, marketed students: The deepfake policy gap in education
This paper interrogates the challenges that deepfake media and AI-generated synthetic content pose for educational policy, governance, and the evolving notion of classroom safety. Moving beyond traditional paradigms that center student welfare and physical security, the analysis foregrounds the neglected psychosocial risks facing teachers, whose occupational safety is increasingly threatened by gendered forms of digitally mediated violence. Drawi…
The invisible ink that marks our paths: Lived experience perceptions of academic legitimacy
Despite institutional discourses of diversity and inclusion, the epistemic authority of neurodivergent scholars, queer educators, and care work in higher education remains filtered through hierarchies that privilege normative knowledge systems and quantifiable outputs. In this paper, we reflect as a neurodivergent educator, a queer scholar, and a mother navigating care work amid AI-driven academic reform, not through evaluation of any single univ…
Too risky for the road but safe for schools? Rethinking smart glasses in the science classroom
This paper critically examines the governance of smart glasses in K-12 science education, using science classrooms as a case through which policy design challenges become visible. We position these wearable technologies not only as tools of pedagogical innovation but as governance challenges requiring regulatory attention. The vendors of smart glasses claim that their devices enhance real-time visualisation, support hands-free inquiry, and person…
Digital Education and Society (12 works) · Computer Science (11 works) · Sociology (11 works) · Psychology (9 works) · Pedagogy (7 works) · Digital literacy in education (6 works) · Political science (6 works) · Social science (6 works) · Epistemology (5 works) · Business (4 works)