Abstract
This paper explores the intersection of deepfake technology and the need for safe educational environments. It employs a critical feminist lens to interrogate the evolving concept of ‘classroom safety’ alongside the risks posed by synthetic media to prompt debate around the sufficiency of educational policy. Drawing on the insights of Feenberg’s Critical Theory of Technology and Manne’s Logic of Misogyny, the exploration considers the challenges introduced by deepfake technology in a broader neoliberal patriarchy and raises questions about the intersection of safety and the right to safe learning environments, guided by Rahm’s work on educational imaginaries. I take the stance that the classroom is the teachers’ workplace, and both students and staff have the right to safe teaching and learning environments. Drawing on the Australian eSafety Commissioner’s Safety by Design Principles, this discussion paper concludes by proposing policy considerations that emphasise service provider responsibilities, user empowerment, and transparency. With the increased shift towards an educational Metaverse, there is an urgent need for educational systems globally, to incorporate safety measures into policies around generated image and video, to mitigate against potential for novel forms of psychosocial harm from a critical feminist lens.
Presenters
Janine Aldous ArantesTeaching Focused Academic, Education, Victoria University, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Deep fake Technology, Synthetic media, Classroom Safety, Critical Theory, Feminist
