Rate My Professor Jenni Carter

Dr Jenni Carter is a Lecturer in the School of Education, College of Education, Behavioural and Social Sciences at Adelaide University. She is eligible to supervise Masters and PhD students. Her research interests include Literacy and English Curriculum, Education Policy, Philosophy and Politics of Education. Carter teaches courses such as EDUC 5259 English Education (Junior Primary) in 2024 and 2025, EDUC 5260 English Education (Primary) in 2024, and EDUC 5297 English Education Early Literacy in 2024. She currently supervises higher degree by research students, including principal supervision for Ms Dani Stratford's Master's on Pedagogies for Diversity (2025, part-time), Mr Jacob Robson's Master's on Blueprints, builders & balance: Observing the relationship between educational ideals and pedagogical teacher judgements (2024, part-time), and Ms Julie Fay Gale's Doctorate (2019, part-time), as well as co-supervision for Ms Anna Lloyd's Doctorate (2025, part-time).

Carter has contributed to significant research projects, including the 2013-2015 AusAID-funded initiative ‘Developing a community approach to support pre-schoolers’ vernacular and English language and literacy development in Fijian communities without access to early childhood services’ (AUD $721,731), in collaboration with Professor Pauline Harris, Dr Elspeth McInnes, Ally Diamond, Dr Cindy Brock, and Dr Anne Glover. Other projects include DRPF UniSA EASS Disciplinary Literacies with Dr Cindy Brock and Dr Lyn Kerkham, and Innovative pedagogies through assessment in teacher education with Dr Cindy Brock. Her key publications encompass Maher et al. (2024), Curriculum, democracy and pedagogies for justice: a collective futures dialogue, Curriculum Perspectives; Colton et al. (2023), Readers matter: seven transactions with the visual, linguistic and material elements in a picture book, Australian Journal of Language and Literacy; Colton and Carter (2023), Editorial to the Special Issue: Stories that matter: the matter of stories, Australian Journal of Language and Literacy; Price, Macgill, and Carter (2023), Preface in Arts Based Practices with Young People at the Edge; Carter (2022), Stories that matter: engaging students for a complex world through the English curriculum, Curriculum Perspectives; Biesta et al. (2022), Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation, Educational Philosophy and Theory; Harris et al. (2020), Co-constructing culturally sustaining practices for fostering young children's literacy in Fiji, Journal of Research in Childhood Education; Stehlik et al. (2020), Hanging out in the city of tomorrow: a participatory approach to researching the importance of music and the arts in the lifeworlds of young people, Pastoral Care in Education; and Comber and Carter (2019), Earning or Learning, or Not: Reconnecting Young Adults With Learning Through Multiliteracies Pedagogy, Journal of Adolescent and Adult Literacy.