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Dr Eve Mayes



Alfred Deakin Postdoctoral Research Fellow


Faculty of Arts and Education


REDI Arts & Ed


Geelong Waurn Ponds Campus

+61 3 524 79551


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

Eve Mayes, Yasmin Mobayad, Julianne Moss, Merinda Kelly

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


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


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

R Black, E Mayes

(2020), pp. 1-17, British educational research journal, Chichester, Eng., C1


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, London, Eng., C1


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


Radical reform and reforming radicals in Australian schooling

E Mayes

(2019), Vol. 48, pp. 156-170, History of education review, Bingley, Eng., C1


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


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

Eve Mayes, Rachel Finneran, Rosalyn Black

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


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


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


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

D Hayes, D Talbot, E Mayes

(2019), pp. 1-15, International journal of qualitative studies in education, Abingdon, Eng., C1


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, Bingley, Eng., C1


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


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


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, Abingdon, Eng., C1


Student voice in an age of 'security'?

E Mayes

(2018), pp. 1-18, Critical studies in education, Abingdon, Eng., C1


Student voice in school reform? Desiring simultaneous critique and affirmation

E Mayes

(2018), pp. 1-17, Discourse : studies in the cultural politics of education, Abingdon, Eng., C1


Shameful interest in educational research

E Mayes, M Wolfe

(2018), pp. 1-17, Critical studies in education, Abingdon, Eng., C1


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


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, London, Eng., C1-1


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


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


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


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


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


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


Funded Projects at Deakin

Industry and Other Funding

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

Dr Eve Mayes

  • 2016: $9,358

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

Dr Eve Mayes, Dr Ros Black

  • 2020: $7,966
  • 2019: $7,966
  • 2018: $7,966
  • 2017: $15,932


No completed student supervisions to report