when emergent tech is rewriting education, let's ask....



'who is holding the pen?'

Dr Janine Arantes (Aldous)

Dr. Janine Arantes is a author, speaker, academic and researcher with over twenty five years experience in secondary, TAFE and teritary education and leadership. Janine completed her PhD from The University Newcastle exploring how teachers were negotiating the impacts and implications of emergent technology as part of their practice and has held multiple roles including being on Boards in both Primary, Secondary and Teritary settings. As a Senior Lecturer and Research Fellow at Victoria University, Australia, Janine also serves as the Co-Discipline Leader for New Frontiers in Advocacy, Justice, Education, and Practice. Janine presents at both national and international conferences to support good governance turn into good practice, with the goal helping K-12, TAFE and Teritary educators understand the impacts and implications of emergent technologies in education. Dr Arantes is a recognized expert on the impacts and implications of emergent technologies in education, with a portfolio of influential publications in the field, and was recently named in the 100 Brilliant Women in AI Ethics™ list – 2025. This project is jointly supported by a Victoria University Special Studies Program, and a Victoria University Research Fellowship, reflecting the collaborative and interdisciplinary foundations of her work.

ramblings of the unwritten mind

Datafication, Governance, and Platform Power
Educational data brokers: Using the walkthrough method to identify data brokering by edtech platforms Digital twins and the terminology of “personalization” or “personalized learning” in educational policy: A discussion paper Personalization in Australian K-12 classrooms: how might digital teaching and learning tools produce intangible consequences for teachers’ workplace conditions? Learning Analytics at Scale: Collaborative or Commercialized? New corporate players and educational policy: How might the Australian competition and consumer commission help us to understand AI’s associations with educational policy? Equity Implications of Predictive Analytics in K-12 Classrooms Review of Christian Fuchs (2019), Rereading Marx in the Age of Digital Capitalism. eMorpheus: The unconscious human labour of producing commercial data in educational settings. Big Data, Black Boxes and Bias. Investigating digital poverty and the new forms of agency and advocacy needed in Initial Teacher Education Ban smart phones in schools. Not because they’re disruptive but because of this
Identity, Inclusion, and Educator Wellbeing
AI, Automation, and Post-Truth Pedagogies
The ‘postdigital teacher identities’ praxis: A discussion paper Always on standby: acknowledging the psychosocial risk of our postdigital presence in online digital labour in higher education 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 Girls will be boys and boys will be girls. It's a mixed up, muddled up, shook up world Repositioning the teaching and learning of literacy in CALD communities: Beyond the virtual classroom Educational data advocates: emerging forms of teacher agency in postdigital classrooms It’ll be alright Postdigital Teacher Identities Missing in action: queer (y) ing the educational implications of data justice in an age of automation
Understanding Intersections Between GenAI and Pre-Service Teacher Education: What Do We Need to Understand About the Changing Face of Truth in Science Education? Redefining Classroom Readiness: How Initial Teacher Training Can Mitigate Risks and Capitalize on the Potential of GenAI Comparative dialogues on reflexivity: what do pre-service teachers need to understand about 'objectivity' and 'evidence' in their emergent workplace during a post-truth age? AI Against'I'Hiraeth Poiesis or Mimesis: A Critical Re/Account/Ability Rescripting creativity after automation: situating the simulacrum to interpret the queerness of computational creativity Postdigital Data Teaching in the age of Covid-19 Teaching in the age of Covid-19—1 year later 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) 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 The Servitization of Australian K-12 Educational Settings
This body of work critically interrogates the intersections of datafication, educator identity, and emergent technologies within postdigital educational systems. Spanning over almost three decades of experiences as the digital transformsforms educaiton, the collection explores how platform logics, algorithmic governance, and emergent analytics are reshaping classroom practice, policy, and teacher agency. 
At its core, the work raises urgent questions about the role of educators in increasingly automated and commercialized learning environments, highlighting the psychosocial risks, identity politics, and rights based tensions that emerge in digitally mediated education. Grounded in critical theory, the research is underpinned by the theme of social justice while offering a future-facing lens on the implications of AI, automation, and post-truth epistemologies for pre-service teacher education and broader pedagogical paradigms.
This area examines how data-driven technologies and commercial platforms are reshaping education policy, pedagogy, and surveillance. It interrogates the influence of corporate actors, the rise of data brokerage in schools, and the governance challenges posed by personalization and predictive analytics.
This line of inquiry focuses on the relational, emotional, and political dimensions of teaching in digital environments. It addresses how teacher identities are formed and challenged, how exclusion and marginalisation manifest through technology, and the psychosocial risks educators face in postdigital workplaces.
This body of work explores how automation, generative AI, and epistemic uncertainty are transforming education. It engages with critical questions about truth, objectivity, creativity, and readiness in teacher education, offering insights into the cultural and ethical dimensions of teaching in an AI-mediated world.
You can find links to the papers above, and an updated list of Dr Janine Arantes publications here. 

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Acknowledgement of CountryWe acknowledge the Ancestors, Elders, and families of the Kulin Nation, who are the Traditional Owners of the land where this work has been predominantly completed. As we share our own knowledge practices, we pay respect to the deep knowledge embedded within the Aboriginal community and recognise their custodianship of Country. We acknowledge that the land on which we meet, learn, and share knowledge is a place of age-old ceremonies of celebration, initiation, and renewal, and that the Traditional Owners’ living culture and practices continue to have a unique role in the life of this region.
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