Associate ProfessorEve Mayes

Teachers & learners are living amidst overlapping & intersecting planetary challenges; these conditions compel pedagogies that attend to complexity, volatility, uncertainty & ambivalence (Stein, 2021). Informed by critical pedagogies (Freire, 1970) & pedagogies of ‘discomfort’ (Boler & Zembylas, 2003), Eve seeks to negotiate pedagogies & curricula that: 1) respond to learners’ ‘fervent concerns’ (Mayes & Holdsworth, 2022), engaging head, heart & hands; 2) make connections across & between local & planetary challenges, knowledge systems & disciplinary boundaries; & 3) nurture ‘radical collegiality’ (Fielding, 1999) & pedagogies of solidarity (Gaztambide-Fernández et al, 2022) that acknowledge differing, uneven experiences. She is energised when learning from & with communities of practice that create space for ‘difficult knowledges’ (Britzman, 2000) with epistemic rigour, affective attention & relational integrity.