Quentin Maire is an Honorary Fellow in the Centre for International Research on Education Systems (CIRES).

Quentin’s main contributions are in the sociology of education, drawing on quality and quantitative methods as well as comparative designs. He has wide ranging knowledge of Australian and international education and training systems. He is particularly interested in the organisation of education systems and the availability of educational opportunities to students from various social backgrounds.

Quentin has engaged in numerous commissioned and independent research projects across education levels and sectors. He has been a lead researcher on a variety of strategic, policy, analytical and evaluation studies. Quentin’s recent areas of work include quality and mental health in early childhood education, school education for students with additional needs, youth global citizenship, quality in vocational education and students’ socioemotional skills.

Areas of expertise

  • Social and educational inequality
  • Education policy
  • International Education
  • Comparative education
  • Pre-service teacher education

Contact details

Recent publications

Journal articles

Maire, Q. (2021). Visions of global citizenship: cosmopolitanism and internationalism in citizenship education policy in Australia. International Studies in Sociology of Education, 1-23.

Maire, Q., Windle, J. (2021). The contribution of the International Baccalaureate Diploma to educational inequalities: reinventing historical logics of curriculum stratification in a comprehensive system. Educational Review, 1-17.

Windle, J., & Maire, Q. (2019). Beyond the global city: A comparative analysis of cosmopolitanism in middle-class educational strategies in Australia and Brazil. Discourse: Studies in the Cultural Politics of Education, 40(5), 717-733.

Book chapters

Maire, Q. (2020). Bringing the citizen back in: A sociopolitical approach to global citizenship education. In A. Peterson, G. Stahl, & H. Soong (Eds.), The Palgrave Handbook of Citizenship and Education (pp. 649-663). Cham: Palgrave Macmillan.

Maire, Q., & Lamb, S. (2017). Inequalities in Students' Well-being Experiences and Skills in French Secondary Education: A Perspective from the International Study of City Youth (ISCY) in Bordeaux. In J. Marcionetti, L. Castelli, & A. Crescentini (Eds.), Well-being in Education Systems (PDF, 4.2MB) (pp. 94-98). Firenze: Hogrefe.

Research reports

Lamb, S., Huo, S., Walstab, A., Wade, A., Maire, Q., Doecke, E., Jackson, J., & Endekov, Z. (2020). Educational opportunity in Australia 2020: Who succeeds and who misses out (PDF, 2.1 MB). Centre for International Research on Education Systems, Victoria University, for the Mitchell Institute, Melbourne: Mitchell Institute.

Lamb, S., Maire, Q., Walstab, A., Newman, G., Doecke, E., & Davies, M. (2018). Improving Participation and Success in VET for Disadvantaged Learners. Adelaide: NCVER.

Lamb, S., Maire, Q., & Doecke, E. (2017). Key Skills for the 21st Century: an evidence-based review. Sydney: NSW Department of Education.