E Mayes
Biographic Data
| ID | 22070 |
|---|---|
| NAME | E Mayes |
| GIVEN NAMES | E |
| FAMILY NAME | Mayes |
| SIGNATURE | MAYES E |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0001-6741-2489 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 93 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Sonic atmospheres in and beyond urban alternative schools: The affective politics of sound, neurodiversity, and the ‘beautiful paradox’ of music
This paper provides insights into sonic atmospheres of two inner-city alternative schools in gentrifying urban neighbourhoods of a major Australian city. Disenfranchised by mainstream schooling, neurodivergent young people travel from across this city to such schools, attracted to artistic cultures of acceptance and the provisions for creative expression. Yet these students can also experience hyper-sensitivity and pain in these schooling spaces;…
Beyond colonial-capitalist logics: Reimagining the aims of education through degrowth and reviving the commons
Activating the Climate Child Imaginary: Intergenerational Collaboration as a Long-term Strategy for Climate Justice Education
This article explores the potentials of intergenerational collaboration as a long-term research strategy for shifting social and political imaginaries around climate change. It brings together academics and youth researchers who began working together on the Climate Change and Me project in 2014, along with colleagues who joined them for a public panel, book launch and exhibition ten years later. Climate Change and Me was the first large-scale st…
Fossil fuel gift economies as petro-pedagogies in public schools
Preparing young people to meet the complex challenges of a rapidly warming world has become an important international educational priority. However, recent work on ‘petro-pedagogies’ demonstrates fossil fuel corporations’ influence on curriculum materials and pedagogical experiences in some educational jurisdictions, contributing to uneven opportunities for young people to learn just energy transitions. This article investigates fossil fuel corp…
Navigating the Counter-Historical Turn: Making Histories With Young People in Two Australian Cities
This article navigates a counter-historical turn in postfoundational qualitative research. Re-reading the philosophy of history through radical black, Indigenous, and decolonial traditions, the article premises the counter-historical turn on a cosmologica pluralization and deformalization of historical experience. The authors elaborate the contours of the counter-historical turn in relation to recent projects with young people on unceded Indigeno…
What’s the use of educational research? Six stories reflecting on research use with communities
The question of how education research can be ‘useful’ is an enduring and challenging one. In recent years, this question has been approached by universities through a widespread ‘impact’ agenda. In this article, we explore the tensions between usefulness and impact and present six stories that reflect on research use with communities. These stories engage issues of the risk of usefulness, the time that is needed to work collaboratively for resea…
Just Participatory Research with Young People Involved in Climate Justice Activism
This commentary reflects on the tensions inherent in enacting creative, co-produced, and participatory methods with younger co-researchers who are also climate justice advocates. Whilst participatory research with young people involved in climate justice work has the potential to build intergenerational networks of solidarity, such research is contoured with complexity. The authors, two university-based researchers, juxtapose the social justice a…
Funny climate activism? A collaborative storied analysis of young climate advocates’ digital activisms
Young people involved in climate justice activism engage in a range of tactics across entangled ‘online’ and ‘offline’ spaces. This article explores the affordances and ambivalences of humour in digital modes of contention for young people (aged 12–30) involved in climate justice activism. Four of the authors are 19–22 years old and involved in climate justice activist organising, and one author is a university-based researcher in her early 40s. …
Day-dreaming’ school climate: A slow critical feminist post-humanist c/art/ographic listening to how school feels
This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators’ attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical w…
The trouble with ‘quiet advocacy’: Local journalism and reporting climate change in rural and regional Australia
Climate activists and environmental communicators stress that addressing the climate crisis requires both global and local advocacy for transformational change-making. While journalists in small, rural communities are known to actively advocate on issues for the common good, there has been little investigation of local media advocacy on climate change in rural Australia: a region at the forefront of global heating. This paper analyses the account…
Dianne Rayson, Bonhoeffer and Climate Change: Theology and Ethics for the Anthropocene
Dianne Rayson, Bonhoeffer and Climate Change: Theology and Ethics for the Anthropocene. London: Rowman and Littlefield, 2021, pp. 283, ISBN: 978-1-9787-0183-0 (hbk). US$110
Entering into Sympogogies
This article presents an account of a collaborative inquiry engaging with sympogogy a pedagogic processes of learning-with, specifically in relation to practices of play. It is presented by a collaboration of researchers known as the PlayTank Collective ORCID: https://orcid.org/0000-0002-3001-6316
Learning with student climate strikers’ humour: Towards critical affective climate justice literacies
A marked feature of the political tactics of the transnational School Strike 4 Climate movement (also known as Fridays for Futures and Youth Strike for Climate) has been the use of humour on cardboard signs, digital memes and social media posts. Young people’s cardboard signs, memes and social media posts have frequently mobilised humour as public pedagogy and political intervention – to emotionally stir and to politically engage others. In this …
The possibilities and problematics of student voice for teacher professional learning: Lessons from an evaluation study
Student voice has the potential to prompt creative and transformative teacher professional learning and practice. However, contemporary conditions of education – including policy priorities and institutional constraints – shape how student voice is taken up. This article draws on data from an evaluation study of a student voice programme (‘Teach the Teacher’) as enacted in two Australian schools. Notwithstanding the possibilities of student voice…
Bessant, J: Making-up People: Youth, Truth and Politics
News coverage of the School Strike for Climate movement in Australia: The politics of representing young strikers’ emotions
Since mid-2018, school students across the world have been leading mass strikes to demand strengthened political action on climate change. This article explores how young people’s political participation in the School Strike for Climate movement in Australia was represented in newspaper coverage over a 17-month period (August 2018–December 2019), with particular attention to the representation of young people’s emotions and actions. The analysis …
The contemporary challenge of activism as curriculum work
The history of Australian mass schooling has seen contestations over school and curriculum purposes, zig-zagging across conservative and progressive directions. In this paper, we examine how possibilities for students to have ‘voice’, ‘participation’ and ‘leadership’ in their learning are currently limited in Australia. Policy framings, we argue, dampen potentials for connecting young people’s democratic and activist impulses – manifest, in our e…
Earth unbound: Climate change, activism and justice
This experimental writing piece by the Earth Unbound Collective explores the ethical, political and pedagogical challenges in addressing climate change, activism and justice. The provocation Earth Unbound: the struggle to breathe and the creative thoughts that follow are inspired by the contagious energy of what Donna Haraway (2016 Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.[Crossref] , [Goo…
Feeling voice: The emotional politics of ‘student voice’ for teachers
In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individua…
Student voice in school reform? Desiring simultaneous critique and affirmation
While ‘student voice’ is advocated as a means for school reform, studies of its enactment have noted how student voice can become a technology of governance. This article works with the perplexities of a four-year funded period of reform at one secondary school, where a ‘student voice’ initiative and a Positive Behaviour Interventions and Supports programme gradually entwined. Complementing and extending a Foucauldian account of power as producti…
Diffractive accounts of inequality in education: Making the effects of differences evident
Inequitable outcomes from schooling are an enduring and global concern. Large scale data sets of achievement in the form of international and national standardised tests provide geographies of the effects of schooling. Our interests as educational researchers have focused on mapping the local contours of schooling through the use of ethnographically informed approaches to research. In this paper, we consider the implications for ethnographers of …
The mis/uses of ‘voice’ in (post)qualitative research with children and young people: Histories, politics and ethics
This article extends recent attempts to think (post)qualitative research together with decolonial, postcolonial and other critiques – as a frictional, fraught encounter. I review how the concept of voice has been used in past and present research with children and young people: from research speaking about children and young people, dialogical speaking with the ‘agentic’ young person, poststructural refusals of ‘raw voices’ speaking for themselve…
Student voice in an age of ‘security’
As student voice has become popularised as a school reform strategy, it has been critiqued as another instrumental strategy that schools may use to govern students’ speech, bodies and subjectivities. What necessitates further analysis is the relation between student voice and regulatory modes of governance entwined with geopolitical attention to security in and beyond disciplinary institutions. In this article, ethnographic accounts from students…
Shameful interest in educational research
This article considers ontological conceptualizations of shame-interest as experienced in educational research. Shame has frequently been reported in research as a property of the autonomous individual: the shame of the participant to share with the researcher, and the shame of the researcher to reflexively eliminate. Shame-interest is re-theorized here as a generative research event, as intra-action, as one simultaneous movement in the ongoing p…
Rethinking inequalities between deindustrialisation, schools and educational research in Geelong
Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political quest…
The mis/uses of ‘voice’ in (post)qualitative research with children and young people: Histories, politics and ethics
This article extends recent attempts to think (post)qualitative research together with decolonial, postcolonial and other critiques – as a frictional, fraught encounter. I review how the concept of voice has been used in past and present research with children and young people: from research speaking about children and young people, dialogical speaking with the ‘agentic’ young person, poststructural refusals of ‘raw voices’ speaking for themselve…
News coverage of the School Strike for Climate movement in Australia: The politics of representing young strikers’ emotions
Since mid-2018, school students across the world have been leading mass strikes to demand strengthened political action on climate change. This article explores how young people’s political participation in the School Strike for Climate movement in Australia was represented in newspaper coverage over a 17-month period (August 2018–December 2019), with particular attention to the representation of young people’s emotions and actions. The analysis …
The contemporary challenge of activism as curriculum work
The history of Australian mass schooling has seen contestations over school and curriculum purposes, zig-zagging across conservative and progressive directions. In this paper, we examine how possibilities for students to have ‘voice’, ‘participation’ and ‘leadership’ in their learning are currently limited in Australia. Policy framings, we argue, dampen potentials for connecting young people’s democratic and activist impulses – manifest, in our e…
Learning with student climate strikers’ humour: Towards critical affective climate justice literacies
A marked feature of the political tactics of the transnational School Strike 4 Climate movement (also known as Fridays for Futures and Youth Strike for Climate) has been the use of humour on cardboard signs, digital memes and social media posts. Young people’s cardboard signs, memes and social media posts have frequently mobilised humour as public pedagogy and political intervention – to emotionally stir and to politically engage others. In this …
Student voice in school reform? Desiring simultaneous critique and affirmation
While ‘student voice’ is advocated as a means for school reform, studies of its enactment have noted how student voice can become a technology of governance. This article works with the perplexities of a four-year funded period of reform at one secondary school, where a ‘student voice’ initiative and a Positive Behaviour Interventions and Supports programme gradually entwined. Complementing and extending a Foucauldian account of power as producti…
Shifting research methods with a becoming-child ontology: Co-theorising puppet production with high school students
The conception of the child that a researcher holds has implications for research methods. This article adds to work that mobilises Deleuze and Guattari's becoming-child in Childhood Studies, exploring what their conceptual tools do to research methods and analysis. I map how puppet production emerged as a research method during an ethnography at a high school and how the students and I co-theorised the methodological value of puppet production. …
Feeling voice: The emotional politics of ‘student voice’ for teachers
In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individua…
Student voice in an age of ‘security’
As student voice has become popularised as a school reform strategy, it has been critiqued as another instrumental strategy that schools may use to govern students’ speech, bodies and subjectivities. What necessitates further analysis is the relation between student voice and regulatory modes of governance entwined with geopolitical attention to security in and beyond disciplinary institutions. In this article, ethnographic accounts from students…
Figured Worlds of Citizenship: Examining Differences Made in “Making a Difference” in an Elementary School Classroom
This article explores how two elementary school students responded to their teacher’s invitation in a civic classroom to make a difference to the world. We consider how the teacher framed the construct of civic efficacy and how the students refracted these ideas in their navigation of a civic education project. Closely analyzing these students’ experiences and responses, we question what differences are made when students are encouraged to think …
Rethinking inequalities between deindustrialisation, schools and educational research in Geelong
Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political quest…
Funny climate activism? A collaborative storied analysis of young climate advocates’ digital activisms
Young people involved in climate justice activism engage in a range of tactics across entangled ‘online’ and ‘offline’ spaces. This article explores the affordances and ambivalences of humour in digital modes of contention for young people (aged 12–30) involved in climate justice activism. Four of the authors are 19–22 years old and involved in climate justice activist organising, and one author is a university-based researcher in her early 40s. …
Day-dreaming’ school climate: A slow critical feminist post-humanist c/art/ographic listening to how school feels
This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators’ attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical w…
The trouble with ‘quiet advocacy’: Local journalism and reporting climate change in rural and regional Australia
Climate activists and environmental communicators stress that addressing the climate crisis requires both global and local advocacy for transformational change-making. While journalists in small, rural communities are known to actively advocate on issues for the common good, there has been little investigation of local media advocacy on climate change in rural Australia: a region at the forefront of global heating. This paper analyses the account…
Earth unbound: Climate change, activism and justice
This experimental writing piece by the Earth Unbound Collective explores the ethical, political and pedagogical challenges in addressing climate change, activism and justice. The provocation Earth Unbound: the struggle to breathe and the creative thoughts that follow are inspired by the contagious energy of what Donna Haraway (2016 Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.[Crossref] , [Goo…
Diffractive accounts of inequality in education: Making the effects of differences evident
Inequitable outcomes from schooling are an enduring and global concern. Large scale data sets of achievement in the form of international and national standardised tests provide geographies of the effects of schooling. Our interests as educational researchers have focused on mapping the local contours of schooling through the use of ethnographically informed approaches to research. In this paper, we consider the implications for ethnographers of …
The (hidden) injuries of Naplan: Two standardised test events and the making of ‘at risk’ student subjects
Standardised testing regimes, including the National Assessment Program Literacy and Numeracy (NAPLAN) in Australia, have impacted on relationships between and within schools, and on teachers’ work and on pedagogies. Previous analyses of the effects of NAPLAN have been generated outside of the test situation: frequently through attitudinal surveys and qualitative interviews. This article takes as its point of departure two intensely affective eve…
Figured Worlds of Citizenship: Examining Differences Made in “Making a Difference” in an Elementary School Classroom
This article explores how two elementary school students responded to their teacher’s invitation in a civic classroom to make a difference to the world. We consider how the teacher framed the construct of civic efficacy and how the students refracted these ideas in their navigation of a civic education project. Closely analyzing these students’ experiences and responses, we question what differences are made when students are encouraged to think …
Shifting research methods with a becoming-child ontology: Co-theorising puppet production with high school students
The conception of the child that a researcher holds has implications for research methods. This article adds to work that mobilises Deleuze and Guattari's becoming-child in Childhood Studies, exploring what their conceptual tools do to research methods and analysis. I map how puppet production emerged as a research method during an ethnography at a high school and how the students and I co-theorised the methodological value of puppet production. …
The (hidden) injuries of Naplan: Two standardised test events and the making of ‘at risk’ student subjects
Standardised testing regimes, including the National Assessment Program Literacy and Numeracy (NAPLAN) in Australia, have impacted on relationships between and within schools, and on teachers’ work and on pedagogies. Previous analyses of the effects of NAPLAN have been generated outside of the test situation: frequently through attitudinal surveys and qualitative interviews. This article takes as its point of departure two intensely affective eve…
A feminist manifesto for education
A Feminist Manifesto for Education is, in Miriam David’s words, ‘a plea for better and more critical forms of education and schooling to make gender and sexual relations central’ (p. 2), for the pr
Student voice in an age of ‘security’
As student voice has become popularised as a school reform strategy, it has been critiqued as another instrumental strategy that schools may use to govern students’ speech, bodies and subjectivities. What necessitates further analysis is the relation between student voice and regulatory modes of governance entwined with geopolitical attention to security in and beyond disciplinary institutions. In this article, ethnographic accounts from students…
Shameful interest in educational research
This article considers ontological conceptualizations of shame-interest as experienced in educational research. Shame has frequently been reported in research as a property of the autonomous individual: the shame of the participant to share with the researcher, and the shame of the researcher to reflexively eliminate. Shame-interest is re-theorized here as a generative research event, as intra-action, as one simultaneous movement in the ongoing p…
Rethinking inequalities between deindustrialisation, schools and educational research in Geelong
Inequalities have historically been conceptualised and empirically explored with primary reference to the human. Both measurements of educational inequalities through the production of data about students, teachers and schools, and ethnographic explorations of inequalities in the spoken accounts of human actors in schools can elide affective histories and material geologies of the earth that entwine with societal inequalities, and political quest…
Diffractive accounts of inequality in education: Making the effects of differences evident
Inequitable outcomes from schooling are an enduring and global concern. Large scale data sets of achievement in the form of international and national standardised tests provide geographies of the effects of schooling. Our interests as educational researchers have focused on mapping the local contours of schooling through the use of ethnographically informed approaches to research. In this paper, we consider the implications for ethnographers of …
The mis/uses of ‘voice’ in (post)qualitative research with children and young people: Histories, politics and ethics
This article extends recent attempts to think (post)qualitative research together with decolonial, postcolonial and other critiques – as a frictional, fraught encounter. I review how the concept of voice has been used in past and present research with children and young people: from research speaking about children and young people, dialogical speaking with the ‘agentic’ young person, poststructural refusals of ‘raw voices’ speaking for themselve…
Feeling voice: The emotional politics of ‘student voice’ for teachers
In recent years, student voice has become a popular school reform strategy, with the promise of generating relations of trust, respect, belonging and student empowerment. However, when student voice practices are taken up by schools, student voice may also be associated with less affirmative feelings: it is often accounted for in terms of teacher ‘fear’, ‘resistance’ or ‘uncertainty’ about altered power relations. Such explanations risk individua…
Student voice in school reform? Desiring simultaneous critique and affirmation
While ‘student voice’ is advocated as a means for school reform, studies of its enactment have noted how student voice can become a technology of governance. This article works with the perplexities of a four-year funded period of reform at one secondary school, where a ‘student voice’ initiative and a Positive Behaviour Interventions and Supports programme gradually entwined. Complementing and extending a Foucauldian account of power as producti…
The possibilities and problematics of student voice for teacher professional learning: Lessons from an evaluation study
Student voice has the potential to prompt creative and transformative teacher professional learning and practice. However, contemporary conditions of education – including policy priorities and institutional constraints – shape how student voice is taken up. This article draws on data from an evaluation study of a student voice programme (‘Teach the Teacher’) as enacted in two Australian schools. Notwithstanding the possibilities of student voice…
Bessant, J: Making-up People: Youth, Truth and Politics
News coverage of the School Strike for Climate movement in Australia: The politics of representing young strikers’ emotions
Since mid-2018, school students across the world have been leading mass strikes to demand strengthened political action on climate change. This article explores how young people’s political participation in the School Strike for Climate movement in Australia was represented in newspaper coverage over a 17-month period (August 2018–December 2019), with particular attention to the representation of young people’s emotions and actions. The analysis …
The contemporary challenge of activism as curriculum work
The history of Australian mass schooling has seen contestations over school and curriculum purposes, zig-zagging across conservative and progressive directions. In this paper, we examine how possibilities for students to have ‘voice’, ‘participation’ and ‘leadership’ in their learning are currently limited in Australia. Policy framings, we argue, dampen potentials for connecting young people’s democratic and activist impulses – manifest, in our e…
Earth unbound: Climate change, activism and justice
This experimental writing piece by the Earth Unbound Collective explores the ethical, political and pedagogical challenges in addressing climate change, activism and justice. The provocation Earth Unbound: the struggle to breathe and the creative thoughts that follow are inspired by the contagious energy of what Donna Haraway (2016 Haraway, D. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.[Crossref] , [Goo…
Dianne Rayson, Bonhoeffer and Climate Change: Theology and Ethics for the Anthropocene
Dianne Rayson, Bonhoeffer and Climate Change: Theology and Ethics for the Anthropocene. London: Rowman and Littlefield, 2021, pp. 283, ISBN: 978-1-9787-0183-0 (hbk). US$110
Entering into Sympogogies
This article presents an account of a collaborative inquiry engaging with sympogogy a pedagogic processes of learning-with, specifically in relation to practices of play. It is presented by a collaboration of researchers known as the PlayTank Collective ORCID: https://orcid.org/0000-0002-3001-6316
Learning with student climate strikers’ humour: Towards critical affective climate justice literacies
A marked feature of the political tactics of the transnational School Strike 4 Climate movement (also known as Fridays for Futures and Youth Strike for Climate) has been the use of humour on cardboard signs, digital memes and social media posts. Young people’s cardboard signs, memes and social media posts have frequently mobilised humour as public pedagogy and political intervention – to emotionally stir and to politically engage others. In this …
The trouble with ‘quiet advocacy’: Local journalism and reporting climate change in rural and regional Australia
Climate activists and environmental communicators stress that addressing the climate crisis requires both global and local advocacy for transformational change-making. While journalists in small, rural communities are known to actively advocate on issues for the common good, there has been little investigation of local media advocacy on climate change in rural Australia: a region at the forefront of global heating. This paper analyses the account…
What’s the use of educational research? Six stories reflecting on research use with communities
The question of how education research can be ‘useful’ is an enduring and challenging one. In recent years, this question has been approached by universities through a widespread ‘impact’ agenda. In this article, we explore the tensions between usefulness and impact and present six stories that reflect on research use with communities. These stories engage issues of the risk of usefulness, the time that is needed to work collaboratively for resea…
Just Participatory Research with Young People Involved in Climate Justice Activism
This commentary reflects on the tensions inherent in enacting creative, co-produced, and participatory methods with younger co-researchers who are also climate justice advocates. Whilst participatory research with young people involved in climate justice work has the potential to build intergenerational networks of solidarity, such research is contoured with complexity. The authors, two university-based researchers, juxtapose the social justice a…
Funny climate activism? A collaborative storied analysis of young climate advocates’ digital activisms
Young people involved in climate justice activism engage in a range of tactics across entangled ‘online’ and ‘offline’ spaces. This article explores the affordances and ambivalences of humour in digital modes of contention for young people (aged 12–30) involved in climate justice activism. Four of the authors are 19–22 years old and involved in climate justice activist organising, and one author is a university-based researcher in her early 40s. …
Day-dreaming’ school climate: A slow critical feminist post-humanist c/art/ographic listening to how school feels
This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators’ attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical w…
Activating the Climate Child Imaginary: Intergenerational Collaboration as a Long-term Strategy for Climate Justice Education
This article explores the potentials of intergenerational collaboration as a long-term research strategy for shifting social and political imaginaries around climate change. It brings together academics and youth researchers who began working together on the Climate Change and Me project in 2014, along with colleagues who joined them for a public panel, book launch and exhibition ten years later. Climate Change and Me was the first large-scale st…
Sociology (21 works) · Political science (17 works) · Law (13 works) · Pedagogy (12 works) · Politics (12 works) · Children's Rights and Participation (11 works) · Law (11 works) · Psychology (10 works) · Social science (8 works) · Climate change (7 works)