Profile image of Eve Mayes

Dr Eve Mayes

STAFF PROFILE

Position

ARC DECRA Fellow

Faculty

Faculty of Arts and Education

Department

School of Education

Campus

Geelong Waurn Ponds Campus

Qualifications

Graduate Certificate of Higher Education, Deakin University, 2017
Doctor of Philosophy, University of Sydney, 2016
Master of Teaching, University of Sydney, 2007
Bachelor of Arts (1st Class Honours), University of Sydney, 2003

Biography summary

Eve Mayes is a Senior Research Fellow and Senior Lecturer in Pedagogy and Curriculum. She currently lives and works on unceded Wadawurrung Country. Her publications and research interests are in the areas of student voice and activism, climate justice education, affective methodologies and participatory research. Eve is currently working on the ARC DECRA project: Striking Voices: Australian school-aged climate justice activism (2022-2025). She has ten years of experience as an English and English as an Additional Language Teacher in government secondary schools in Australia.

Research interests

Student voice/ student experience of teaching

Inequalities

Deindustrialisation

Deleuze and Guattari in education

Posthumanist/ new materialisms/ affect theories

Participatory research

Knowledge areas

Student climate justice activism

Student voice in school reform

Young people's political participation and citizenship

Sociology of childhood and young people

Inequalities in education

Deindustrialisation and schooling

Affective and participatory methodologies

Expertise

Eve has expertise in facilitating and evaluating 'student voice' in school reform initiatives. She has facilitated, mentored and evaluated student voice programs in NSW and in Victorian schools.
  • Education

Awards

  • 2022-2025 ARC DECRA: Striking voices: Australian school-aged student climate justice activism ($454,582)
  • Feb 2022: British Educational Research Journal’s Editor’s Choice Award for the article: Feeling voice: The emotional politics of ‘student voice’ for teachers (with Rosalyn Black)
  • Feb 2020- Feb 2022 Alfred Deakin Postdoctoral Research Fellowship: Student voice in an age of extinction? The political engagement of young people within and beyond school
  • May 2021-Nov 2021: REDI Research Development Grant (with Julianne Moss and Merinda Kelly): Trans-itioning cultural and educational institutions in a time of de/re/industrialisation ($9424)
  • Dec 2020: Australian Educational Researcher, Best reviewer award (Springer) ($500)
  • 2019: Major Grant Development funding (Deakin Faculty of Education) - Deindustralisation, schooling and inequalities in the city of Geelong (with Merinda Kelly) - $10 000 over 2019)
  • 2018-2020: VicSRC tender - Evaluation of the VicSRC Teach the Teacher and Primary School Engagement Project (with Dr Rosalyn Black) - $40 000
  • 2017: Career Continuity for Researchers who are Primary Carers (Deakin DVCR and School of Education)- ($36 642)
  • 2017: Conference Support Scheme (Faculty of Arts and Education) - $3 000
  • 2017: Australian Association for Research in Education Strategic Grant Initiative: National Social Justice and Education Research Summit and Equity Network Meeting (with Dr Stewart Riddle, Prof Robert Hattam & Prof Wayne Sawyer) - $10 000
  • 2016: Ray Debus Award for Doctoral Research in Education (Australian Association for Research in Education)
  • 2016: Doctoral publication Support grant (Faculty of Arts and Education) - $2 700
  • 2016 VicSRC tender (funded through Department of Education and Training): Commissioned research project: Student voice in school decision-making: Student representation on school governance councils (Category 2 - $10 294)

Publications

Filter by

2022

Passion as Politics: An analysis of Australian newspaper reporting of institutional responses to the school strikes for climate

Eve Mayes, Michael Hartup

(2022), pp. 180-199, New Perspectives on Education for Democracy: Creative Responses to Local and Global Challenges, Abingdon, Oxon, B1

book chapter

The contemporary challenge of activism as curriculum work

M Brennan, E Mayes, L Zipin

(2022), Vol. 54, pp. 319-333, Journal of Educational Administration and History, C1

journal article

Learning with student climate strikers' humour: towards critical affective climate justice literacies

E Mayes, E Center

(2022), pp. 1-19, Environmental Education Research, London, Eng., C1

journal article

The trouble with 'quiet advocacy': Local journalism and reporting climate change in rural and regional Australia

Gabi Mocatta, Eve Mayes, Kristy Hess, Michael Everitt Hartup

(2022), pp. 1-21, Media Culture and Society, London, Eng., C1

journal article
2021

The possibilities and problematics of student voice for teacher professional learning: lessons from an evaluation study

E Mayes, R Black, R Finneran

(2021), Vol. 51, pp. 195-212, Cambridge Journal of Education, C1

journal article

Pride and privilege: the affective dissonance of student voice

R Finneran, E Mayes, R Black

(2021), pp. 1-16, Pedagogy, culture and society, Abingdon, Eng., C1

journal article

Earth unbound: Climate change, activism and justice

M Lobo, L Bedford, R Bellingham, K Davies, A Halafoff, E Mayes, B Sutton, A Walsh, S Stein, C Lucas

(2021), Vol. 53, pp. 1491-1508, Educational Philosophy and Theory, C1

journal article

News coverage of the School Strike for Climate movement in Australia: the politics of representing young strikers' emotions

E Mayes, M Hartup

(2021), Journal of Youth Studies, C1

journal article
2020

The shame of participation: rethinking the ontology of participation with a stutter

Eve Mayes

(2020), pp. 66-82, Post-qualitative research and innovative methodologies, [London, Eng.], B1

book chapter

Re-arranging the grammar of schooling: The affective force of 'student voice'

Eve Mayes

(2020), pp. 56-56, Interrupting, Infiltrating, Investigating: Radical Youth Pedagogy in Education, New York, N.Y., B1

book chapter

Student voice in an age of 'security'?

E Mayes

(2020), Vol. 61, pp. 380-397, Critical studies in education, Abingdon, Eng., C1

journal article

Student voice in school reform? Desiring simultaneous critique and affirmation

E Mayes

(2020), Vol. 41, pp. 454-470, Discourse : studies in the cultural politics of education, Abingdon, Eng., C1

journal article

Shameful interest in educational research

E Mayes, M Wolfe

(2020), Vol. 61, pp. 416-432, Critical Studies in Education, C1

journal article

A carpet loom and matters of inequality: an agential realist approach to deindustrialisation and schooling in the City of Geelong, Australia

E Mayes, Y Mobayad, J Moss, M Kelly

(2020), Vol. 47, pp. 1-18, Australian Educational Researcher, C1

journal article

Diffractive accounts of inequality in education: making the effects of differences evident

D Hayes, D Talbot, E Mayes

(2020), Vol. 33, pp. 357-371, International journal of qualitative studies in education, Abingdon, Eng., C1

journal article

Learning from contemporary student activism: towards a curriculum of fervent concern and critical hope

Eve Mayes, Roger Holdsworth

(2020), Vol. 40, pp. 99-103, Curriculum Perspectives, Berlin, Germany, C1

journal article

Feeling voice: the emotional politics of 'student voice' for teachers

R Black, E Mayes

(2020), Vol. 46, pp. 1064-1080, British educational research journal, Chichester, Eng., C1

journal article

Re/imagining school climate: Towards processual accounts of affective ecologies of schooling

E Mayes, M Wolfe, L Higham

(2020), Vol. 36, Emotion, Space and Society, C1

journal article

VicSRC Teach the Teacher Ignite evaluation: Final Report

Eve Mayes, Rosalyn Black, Rachel Finneran

(2020), Melbourne, Vic., A6

research report/technical paper
2019

Student voice, desire, and power with Deleuze and Guattari

Eve Mayes

(2019), pp. 1-6, Springer Encyclopaedia of Teacher Education: A Living Reference Work, Berlin, Germany, B1

book chapter

Response-ability: re-E-valuing shameful measuring processes within the Australian Academy

Melissa Wolfe, Eve Mayes

(2019), pp. 277-298, Time and space in the neoliberal university: futures and fractures in higher education, Cham, Switzerland, B1

book chapter

Reconceptualizing the presence of students on school governance councils: The a/effects of spatial positioning

E Mayes

(2019), Vol. 17, pp. 503-519, Policy Futures in Education, C1

journal article

Rethinking inequalities between deindustrialisation, schools and educational research in Geelong

E Mayes, A Keddie, J Moss, S Rawolle, L Paatsch, M Kelly

(2019), Vol. 51, pp. 391-403, Educational philosophy and theory, Abingdon, Eng., C1

journal article

Radical reform and reforming radicals in Australian schooling

E Mayes

(2019), Vol. 48, pp. 156-170, History of Education Review, C1

journal article

The challenges of student voice in primary schools: Students 'having a voice' and 'speaking for' others

E Mayes, R Finneran, R Black

(2019), Vol. 63, pp. 157-172, Australian Journal of Education, C1

journal article

The mis/uses of 'voice' in (post)qualitative research with children and young people: Histories, politics and ethics

Eve Mayes

(2019), Vol. 32, pp. 1191-1209, International Journal of Qualitative Studies in Education, London, Eng., C1

journal article

Tracing the radical, the migrant, and the secular in the history of Australian schooling: Contrapuntal historiographies

R Low, E Mayes, H Proctor

(2019), Vol. 48, pp. 137-141, History of Education Review, C1

journal article
2018

Uncreatively writing women's lives in academia

E Mayes

(2018), pp. 1-12, Lived experiences of women in academia: metaphors, manifesto and memoir, Abingdon, Eng., B1

book chapter

The ontological plurality of digital voice: a schizoanalysis of Rate My Professors and Rate My Teachers

E Mayes

(2018), pp. 195-210, Principles of transversality in globalization and education, Singapore, B1

book chapter

The (hidden) injuries of NAPLAN: two standardised test events and the making of 'at risk' student subjects

E Mayes, A Howell

(2018), Vol. 22, pp. 1108-1123, International Journal of Inclusive Education, C1

journal article

Victorian Student Representative Council (VicSRC) primary school engagement (PSE) evaluation: final report

E Mayes, Rachel Finneran, Rosalyn Black

(2018), Melbourne, Vic., A6

research report/technical paper
2016

Figured worlds of citizenship: examining differences made in "making a difference" in an elementary school classroom

E Mayes, D Mitra, S Serriere

(2016), Vol. 53, pp. 605-638, American educational research journal, Thousand Oaks, Calif., C1

journal article

Shifting research methods with a becoming-child ontology: Co-theorising puppet production with high school students

E Mayes

(2016), Vol. 23, pp. 105-122, Childhood, C1-1

journal article

The emotional knots of academicity: a collective biography of academic subjectivities and spaces

J Charteris, S Gannon, E Mayes, A Nye, L Stephenson

(2016), Vol. 35, pp. 31-44, Higher education research & development, London, Eng., C1-1

journal article

Student representation on school governance councils

E Mayes

(2016), Melbourne, Vic., A6

research report/technical paper
2015

Civic zines in 5th grade: responses to the call to 'making a difference'

E Mayes

(2015), pp. 38-54, Civic education in the elementary grades: promoting student engagement in an era of accountability, New York, N.Y., B1-1

book chapter

Teachers matter: models for effective teaching in low SES schools

M Mooney, J Bush, N Dawson, E Mayes, A Szadur

(2015), Sydney, N.S.W., A6-1

research report/technical paper
2014

Teachers for a fair go: the teacher as researcher in low SES contexts

E Mayes, W Sawyer

(2014), pp. 155-170, Contemporary issues of equity in education, Newcastle upon Tyne, Eng., B1-1

book chapter

The contingent conditions of 'creativity': (re-)framing the assessment of creative writing with Deleuze

E Mayes

(2014), pp. 71-87, Language and creativity : in contemporary English classrooms, Sydney, N.S.W., B1-1

book chapter

A bridge over troubling waters in education: the complexity of a "students as co-researchers" project

E Mayes, S Groundwater-Smith, K Arya-Pinatyh

(2014), Vol. 10, pp. 213-231, Curriculum matters, Wellington, N.Z., C1-1

journal article
2013

Negotiating the hidden curriculum: power and affect in negotiated classrooms

E Mayes

(2013), Vol. 48, pp. 62-71, English in Australia, Kensington Gardens, S. Aust., C1-1

journal article

Funded Projects at Deakin

Australian Competitive Grants

Striking voices: Australian school-aged students' climate justice activism

Dr Eve Mayes

ARC DECRA - Discovery Early Career Researcher Award

  • 2022: $120,370

Industry and Other Funding

Student Voice in School Decision Making: Student Representation on School Councils Project

Dr Eve Mayes

Victorian Student Representative Council

  • 2016: $9,358

Teach the Teacher: Ignite and Primary School Engagement Evaluations 2017-2020

Dr Eve Mayes, Dr Ros Black

Victorian Student Representative Council

  • 2021: $18,040
  • 2019: $7,966
  • 2018: $7,966
  • 2017: $15,932

Supervisions

Principal Supervisor
2022

Rachel Finneran

Thesis entitled: Student voice in advantaged communities: feeling ahead of the game

Doctor of Philosophy (Education), School of Education