| Year | Citation |
|---|---|
| 2024 | Arantes, J. (241231). Post digital teacher identities. Postdigital Science and Education, (1-4). |
| 2024 | Arantes, J., & Vicars, M. (241231). Queering Deepfakes. Encyclopedia of Queer Studies, (1-1). |
| 2024 | Arantes, J. (241231). Understanding Intersections between GenAI and Pre Service Teacher Training. Journal of Science Education and Technology, (1-17). |
| 2024 | Arantes, J. (241103). Safeguarding Teacher well-being in the age of AI: Workplace surveillance and psychosocial risk. Australian Educaiotnal Researcher, (1-16). |
Key details
Areas of expertise
- Technology policy and governance in education
- Impacts and Implications Artifical Intelligence in Education
- Digital learning and leadership for Pre Service Teachers and Initial Teacher Education
- Commercialization of Education
- Diversity & inclusive workplace practices
Available to supervise research students
Available for media queries
About Janine Arantes
Overview
Janine Arantes is a nationally recognized voice in the governance of emergent technologies in education. Her research and teaching focus on the implications of emergent technologies for teachers' workplaces, human rights, and consumer protections is grounded in her deep commitment to understanding and engaging others in discourse aorund the intersections of technology, education, and social justice. Janine has contributed nationally and internationally to discussions on fairness, bias, privacy, and the psychosocial risks that teachers face with the rise of artificial intelligence, automation, and predictive analytics.
Janine has played a pivotal role in shaping the future of education both at VU, in Australia and on a global scale, notably contributing to the 2022 Senate Inquiry into the Influence of International Digital Platforms and working with international experts around Tech Policy. Her dedication to educational reform and collaboration has been acknowledged through various accolades, including in 2024 when she received the ATEA Early Career Research (ECR) Grant, and a Future Digileader Award (Sweden) in 2023, and Janine has been recognized with Victoria University’s Teacher with Influence Award in 2024, the VU Researcher with Impact Award in 2023, and a Vice Chancellor's Student Impact Award (Team) in 2022. These accolades support her pioneering research on AI governance in education and its impact on teacher well-being.
Janine Arantes co-leads the Institute for Sustainable and Liveable Cities discipline, 'New Frontiers in Justice, Education, Policy, and Advocacy', focusing on research related to social inclusion, community development, inclusive and transformational education, and social justice. Janine also leads the Digital Poverty Research Group and co-leads the Teachers' Rights and AI Network (TRAIN), and actively supervises HDR students. Current projects include "But did they actually write it?" that considers the psychosocial risks that may be associated with academic integrity, assessment and generative AI and the Digital Greenhouse that provides opportunity for ECRs and HDRs to come together, network and collaborate.
Affiliations
- EDSAFE Alliance Ally Fellow
- All Tech is Human, Policy Working Group
- Digital Poverty Research Group
- Review Editor for Frontiers, Digital Learning Innovations
Qualifications
- PhD, University of Newcastle
Key publications
Janine has over 57 publications, with a selection listed here.
A more comprehensive list of Janine's publications is available in the VU Research Repository.
Book chapter (showing 6)
| Year | Citation |
|---|---|
| 2025 | Arantes, J., & Vicars, M. (251130). AI Against I: Crisis, Continuity and Change In Vicars, M. (Ed.) (pp. 1-12). TBC: TBC. |
| 2025 | Arantes, J. (250501). Personalization in Australian K-12 classrooms: Unpacking the hidden impact on teachers working conditions In D'Arcy, J. (Ed.) (pp. 1-12). DIPR: DIPR Book Series. |
| 2024 | Arantes, J., Vicars, M., & Muscat, A. (241231). Porous Texts: Re/searching palimpsest play with/in the methodological affordances of gaming for re/searching gender and sexuality in children s worlds. In Huuki, T. ;. (Ed.) (pp. 1-12). Oulo: Routledge. |
| 2024 | Arantes, J., Vicars, M., Giakoumakis, E., & Arantes, J. (241231). Investigating, Mastering or Becoming enslaved in Doctoral Supervision In Cacciattolo, M. ;. (Ed.) (pp. 1-12). Australia: Brill. |
| 2024 | Arantes, J., Buchanan, R., & Goriss-Hunter, A. (241101). Digital Poverty in Higher Education: Perspectives from Australia In Prinsloo, P. (Ed.) (pp. 1-12). London: Spinger. |
| 2024 | Vicars, M., & Arantes, J. (241101). Invisible Data: Exploring the impact of missing LGBTQI+ data in educational algorithmic decision-making (DIPR (2022)) (pp. 1-12). DIPR: DIPR. |
Journal article (showing 4 of 38)
Research funding for the past 5 years
Funding details for this researcher are currently unavailable.
Acknowledgements
Many thanks to the following organisations for their support and essential contributions to my research:
-
CSIRO
The ON PRIME Program supported the development of the Teachers Rights and AI Network (TRAIN). A program co-led with other Victoria University staff, funding has provided expert speakers and the design and development of workshops for early childhood, K-12, TAFE and Higher Education to address the critical concern of intellectual harm associated with AI in education.
-
Australian Teacher Educators Association
ATEA has supported the project "But did they actually write it'? which examines the psychosocial risks of navigating academic integrity alongside generative AI for pre-service teachers. It explores the challenges of ensuring authentic work in the digital age, the stress of maintaining academic honesty, and the ethical implications for educators and students alike.
Supervision of research students at VU
Available to supervise research students
Available for media queries
Currently supervised research students at VU
| No. of students | Study level | Role |
|---|---|---|
| 3 | PhD Integrated | Associate supervisor |
| 1 | PhD | Associate supervisor |
Currently supervised research students at VU
| Students & level | Role |
|---|---|
| PhD Integrated (3) | Associate supervisor |
| PhD (1) | Associate supervisor |
Completed supervision of research students at VU
| No. of students | Study level | Role |
|---|---|---|
| 1 | Master of Research | Associate supervisor |
Completed supervision of research students at VU
| Students & level | Role |
|---|---|
| Master of Research (1) | Associate supervisor |
Other supervision of research students
6 minor thesis students at Victoria University.
Unit Convener: EED7001 Research Methods in Education
Unit Convener: EED5102 Curriculum and Multimodal Learning
Teaching activities & experience
Teaching & convening responsibilities
- 2022 ETS5002 Teacher as Practitioner and Researcher
- 2023—Current ECP3103 Senior Curriculum and Pedagogy (Convener)
- 2020—Current ETS5004 Specialization Curriculum and Pedagogy B (Convener)
- 2020—2022 EED5102 Curriculum and Multimodal Learning (Convener)
- 2020—2021 EED5101 Epistemologies of Practice
- 2020—Current EED7001 Research Methods in Education
- 2020—2023 EED6011 Enhancing Skills and Knowledge (Convener)
- 2019—2020 EEC2103 Teaching Primary Science
- 2020 ESP2001 Making the Conditions for Learning: Ethical and Reflexive Practice
Leadership responsibilities
- 2024 Co-Discipline Lead - New Frontiers Justice, Policy, Advocacy and Education, ISILC
- 2024 Co-Chair, AI Working Group; Subgroup Accessibility and AI
- 2022—2023 EBED Co-Chair, Victoria University
- Various Acting EMES Co-Chair, Victoria University
Key academic roles
| Dates | Role | Department / Organisation |
|---|---|---|
| Aug 2019 - Present |
Senior Lecturer
|
Victoria University |
| Jan 2021 - Present |
Research Fellow
|
Institute of Sustainable and Liveable Cities |
| Jan 2017 - Jan 2019 |
Trainer - Certificate III Education Support
|
Chisholm TAFE |
| Dates | Role & Department/Organisation |
|---|---|
| Aug 2019 -
Present
|
Senior Lecturer
Victoria University |
| Jan 2021 -
Present
|
Research Fellow
Institute of Sustainable and Liveable Cities |
| Jan 2017 -
Jan 2019
|
Trainer - Certificate III Education Support
Chisholm TAFE |
Awards
| Year | Award |
|---|---|
| 2023 |
Future Digileader - KTH Sweden |
| 2021 |
Vice Chancellor's Award - Student Impact - Victoria University |
| 2019 |
Scholarship, Heidelberg Computational Humanities Summer School - Heidelberg University, Germany |
| 2019 |
Cengage Fellowship - International Quantitative Ethnography Conference, Wisconsin, USA |
| 2019 |
LAK Scholarship - International Conference on Learning Analytics & Knowledge |
Keynote and invited speeches
| Year | Title/Description |
|---|---|
| 2023 |
Plenary - VU Research Festival Digital Twins |
| 2024 |
Artificial Intelligence in Education Conference https://www.informa.com.au/event/conference/education/artificial-intelligence-in-education-conference/ PANEL Developing Student Assessment with AI > How AI can streamline administrative tasks related to assessment, giving teachers more time to focus on teaching and student support > AI-enhanced assessment design assists teachers by providing insights into question difficulty > Streamlining the grading processes with AI empowers teachers to focus on providing personalised feedback and support for students’ academic growth |
Media appearances
12th August 2019
Ban smart phones in schools. Not because they’re disruptive but because of this
AARE Blog - Largely missing from the ban-phones-in-schools debate are the opinions of important regulatory bodies such as the Australian Competition and Consumer Commission (ACCC) and the Australian Human Rights Commission (AHRC). Although these bodies may seem far removed from the debate, I believe how they view data and data collection should be heard.
