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
Affiliations
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
- 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
The Politics of Voice in Education: Reforming Schools after Deleuze and Guattari
Eve Mayes
(2023), Edinburgh, Scotland, A1
Eve Mayes, Merinda Kelly
(2023), pp. 59-86, Arts-based Practices with Young People at the Edge, London, Eng., B1
Eve Mayes, Michael Hartup
(2022), pp. 180-199, New Perspectives on Education for Democracy: Creative Responses to Local and Global Challenges, Abingdon, Oxon, B1
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
E Mayes, E Center
(2022), pp. 1-19, Environmental Education Research, London, Eng., C1
Gabi Mocatta, Eve Mayes, Kristy Hess, Michael Everitt Hartup
(2022), pp. 1-21, Media Culture and Society, London, Eng., C1
PlayTank Collective, Sarah Healy, Eve Mayes, Alicia Flynn, Alli Edwards
(2022), Vol. 14, pp. 166-188, Cultural and Pedagogical Inquiry, Calgary, Alberta, C1
E Mayes, R Black, R Finneran
(2021), Vol. 51, pp. 195-212, Cambridge Journal of Education, C1
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
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
E Mayes, M Hartup
(2021), Journal of Youth Studies, C1
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
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
Student voice in an age of 'security'?
E Mayes
(2020), Vol. 61, pp. 380-397, Critical studies in education, Abingdon, Eng., C1
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
Shameful interest in educational research
E Mayes, M Wolfe
(2020), Vol. 61, pp. 416-432, Critical Studies in Education, C1
E Mayes, Y Mobayad, J Moss, M Kelly
(2020), Vol. 47, pp. 1-18, Australian Educational Researcher, C1
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
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), Vol. 46, pp. 1064-1080, British educational research journal, Chichester, Eng., C1
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
VicSRC Teach the Teacher Ignite evaluation: Final Report
Eve Mayes, Rosalyn Black, Rachel Finneran
(2020), Melbourne, Vic., A6
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
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
E Mayes
(2019), Vol. 17, pp. 503-519, Policy Futures in Education, 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, C1
E Mayes, R Finneran, R Black
(2019), Vol. 63, pp. 157-172, Australian Journal of Education, C1
Eve Mayes
(2019), Vol. 32, pp. 1191-1209, International Journal of Qualitative Studies in Education, London, Eng., C1
R Low, E Mayes, H Proctor
(2019), Vol. 48, pp. 137-141, History of Education Review, 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
E Mayes
(2018), pp. 195-210, Principles of transversality in globalization and education, Singapore, B1
E Mayes, A Howell
(2018), Vol. 22, pp. 1108-1123, International Journal of Inclusive Education, C1
E Mayes, Rachel Finneran, Rosalyn Black
(2018), Melbourne, Vic., A6
E Mayes, D Mitra, S Serriere
(2016), Vol. 53, pp. 605-638, American educational research journal, Thousand Oaks, Calif., C1
E Mayes
(2016), Vol. 23, pp. 105-122, Childhood, 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
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
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
E Mayes
(2014), pp. 71-87, Language and creativity : in contemporary English classrooms, Sydney, N.S.W., B1-1
E Mayes, S Groundwater-Smith, K Arya-Pinatyh
(2014), Vol. 10, pp. 213-231, Curriculum matters, Wellington, N.Z., C1-1
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
Australian Competitive Grants
Striking voices: Australian school-aged students' climate justice activism
Dr Eve Mayes
ARC DECRA - Discovery Early Career Researcher Award
- 2023: $69,788
- 2022: $158,382
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
Rachel Finneran
Thesis entitled: Student voice in advantaged communities: feeling ahead of the game
Doctor of Philosophy (Education), School of Education