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2022 Other Outputs Success from the perspective of the successful: Equity, success and completion in higher educationRubin, Mark, Burke, Penny Jane, Bennett, Anna, Evans, Olivia, O'Shea, Sarah, Allen, Kristen, Parker, Jean, Denson, Nida, Douglas, Heather, Gendi, Monica, Hardacre, Stephanie, Howley, Peter, Macquen, Suzanne, Mills, Carmen, Naylor, Ryan and Raciti, Maria (2022). Success from the perspective of the successful: Equity, success and completion in higher education. Canberra, ACT, Australia: The Australian Government’s Department of Education, Skills and Employment’s Higher Education Participation and Partnerships Programme National Priorities Pool. |
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2021 Book Chapter Implications of the My School website for disadvantaged communities: A Bourdieuian analysisCarmen Mills (2021). Implications of the My School website for disadvantaged communities: A Bourdieuian analysis. Marxism, Neoliberalism, and Intelligent Capitalism: An Educational Philosophy and Theory Reader . (pp. 124-137) edited by Liz Jackson and Michael Peters. London, United Kingdom: Routledge. doi: 10.4324/9781003231967-9 |
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2021 Journal Article Data use as the heart of data literacy: an exploration of pre-service teachers’ data literacy practices in a teaching performance assessmentMcDowall, Ailie, Mills, Carmen, Cawte, Katie and Miller, Jodie (2021). Data use as the heart of data literacy: an exploration of pre-service teachers’ data literacy practices in a teaching performance assessment. Asia-Pacific Journal of Teacher Education, 49 (5), 487-502. doi: 10.1080/1359866x.2020.1777529 |
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2020 Book Chapter Researching teacher practice: Social justice dispositions revealed in activityGale, Trevor, Cross, Russell and Mills, Carmen (2020). Researching teacher practice: Social justice dispositions revealed in activity. Practice methodologies in education research. (pp. 48-62) edited by Julianne Lynch, Julie Rowlands, Trevor Gale and Stephen Parker. Abingdon, Oxon United Kingdom: Routledge. doi: 10.4324/9780429202063-3 |
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2019 Journal Article Activist dispositions for social justice in advantaged and disadvantaged contexts of schoolingMills, Carmen, Gale, Trevor, Parker, Stephen, Smith, Catherine and Cross, Russell (2019). Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling. British Journal of Sociology of Education, 40 (5), 614-630. doi: 10.1080/01425692.2019.1582322 |
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2019 Book Chapter Thinking with Bourdieu about teachers’ pedagogies and their dispositions for social justice: unthinkingness in aspiration formationCross, Russell, Mills, Carmen and Gale, Trevor (2019). Thinking with Bourdieu about teachers’ pedagogies and their dispositions for social justice: unthinkingness in aspiration formation. International perspectives on theorizing aspiration: applying Bourdieu’s tools. (pp. 130-142) edited by Garth Stahl, Derron Wallace, Ciaran Burke and Steven Threadgold. London, United Kingdom: Bloomsbury. |
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2017 Journal Article Socially inclusive teaching: belief, design, action as pedagogic workGale, Trevor, Mills, Carmen and Cross, Russell (2017). Socially inclusive teaching: belief, design, action as pedagogic work. Journal of Teacher Education, 68 (3), 345-356. doi: 10.1177/0022487116685754 |
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2017 Journal Article Metaphor as a methodological tool: identifying teachers' social justice dispositions across diverse secondary school settingsMills, Carmen, Molla, Tebeje, Gale, Trevor, Cross, Russell, Parker, Stephen and Smith, Catherine (2017). Metaphor as a methodological tool: identifying teachers' social justice dispositions across diverse secondary school settings. British Journal of Sociology of Education, 38 (6), 856-871. doi: 10.1080/01425692.2016.1182009 |
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2016 Journal Article Social justice and teacher education: a systematic review of empirical work in the fieldMills, Carmen and Ballantyne, Julie (2016). Social justice and teacher education: a systematic review of empirical work in the field. Journal of Teacher Education, 67 (4), 263-276. doi: 10.1177/0022487116660152 |
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2015 Book Chapter The intersection of music teacher education and social justice: where are we now?Ballantyne, Julie and Mills, Carmen (2015). The intersection of music teacher education and social justice: where are we now?. The Oxford handbook of social justice in music education. (pp. 644-657) edited by Cathy Benedict, Patrick Schmidt, Gary Spruce and Paul Woodford. Oxford, United Kingdom: Oxford University Press. doi: 10.1093/oxfordhb/9780199356157.013.70 |
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2015 Journal Article Implications of the My School website for disadvantaged communities: a Bourdieuian analysisMills, Carmen (2015). Implications of the My School website for disadvantaged communities: a Bourdieuian analysis. Educational Philosophy and Theory, 47 (2), 146-158. doi: 10.1080/00131857.2013.793927 |
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2015 Book Chapter Professional identity and English language teaching in a discipline-specific contextMohamed, Mimi, Moni, Karen and Mills, Carmen (2015). Professional identity and English language teaching in a discipline-specific context. Current issues in second/foreign language teaching and teacher development: research and practice. (pp. 85-103) edited by Christina Gitsaki and Thomai Alexiou. Newcastle upon Tyne, United Kingdom: Cambridge Scholars Publishing. |
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2013 Journal Article Developing pedagogies in pre-service teachers to cater for diversity: Challenges and ways forward in initial teacher educationMills, Carmen (2013). Developing pedagogies in pre-service teachers to cater for diversity: Challenges and ways forward in initial teacher education. International Journal of Pedagogies and Learning, 8 (3), 219-228. doi: 10.5172/ijpl.2013.8.3.219 |
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2013 Journal Article A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher educationMills, Carmen (2013). A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education. Asia-Pacific Journal of Teacher Education, 41 (1), 41-54. doi: 10.1080/1359866X.2012.753985 |
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2013 Journal Article Creating spaces in higher education for marginalised Australians: Principles for socially inclusive pedagogiesGale, Trevor and Mills, Carmen (2013). Creating spaces in higher education for marginalised Australians: Principles for socially inclusive pedagogies. Enhanced Learning in the Social Sciences, 5 (2), 7-19. doi: 10.11120/elss.2013.00008 |
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2012 Journal Article 'Fixing' student deficit in contexts of diversity: another cautionary tale for pre-service teacher educationMills, Carmen and Keddie, Amanda (2012). 'Fixing' student deficit in contexts of diversity: another cautionary tale for pre-service teacher education. International Journal of Pedagogies and Learning, 7 (1), 9-19. doi: 10.5172/ijpl.2012.7.1.9 |
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2012 Journal Article When ‘picking the right people’ is not enough: a Bourdieuian analysis of social justice and dispositional change in pre-service teachersMills, Carmen (2012). When ‘picking the right people’ is not enough: a Bourdieuian analysis of social justice and dispositional change in pre-service teachers. International Journal of Educational Research, 53, 269-277. doi: 10.1016/j.ijer.2012.04.001 |
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2011 Journal Article Re-asserting the place of context in explaining student (under-)achievementMills, Carmen and Gale, Trevor (2011). Re-asserting the place of context in explaining student (under-)achievement. British Journal of Sociology of Education, 32 (2), 239-256. doi: 10.1080/01425692.2011.547309 |
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2010 Journal Article Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of changeMills, Carmen and Ballantyne, Julie (2010). Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change. Teaching and Teacher Education, 26 (3), 447-454. doi: 10.1016/j.tate.2009.05.012 |
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2010 Book Chapter Competencies That CountMills, Carmen and Gale, Trevor (2010). Competencies That Count. Competencies That Count. (pp. 73-87) NEW YORK: SPRINGER. doi: 10.1007/978-90-481-3344-4_6 |
