2000 Journal Article Productive pedagogiesHayes, D., Lingard, R. L. and Mills, M. D. (2000). Productive pedagogies. Education Links, 60, 10-13. |
2000 Journal Article Teachers, school reform and social justice: Challenging research and practiceLingard, R. L., Mills, M. D. and Hayes, D. (2000). Teachers, school reform and social justice: Challenging research and practice. Australian Educational Researcher, 27 (3), 93-109. |
2000 Journal Article The disciplining of pre-service teachers: Reflections on the teaching of reflective teachingMills, M. D. and Satterthwait, D. R. (2000). The disciplining of pre-service teachers: Reflections on the teaching of reflective teaching. Asia-Pacific Journal of Teacher Education, 28 (1), 29-38. doi: 10.1080/135986600109426 |
1999 Journal Article Homophobia and anti-lesbianism in schools: Challenges and possibilities for social justiceMills, M. D. (1999). Homophobia and anti-lesbianism in schools: Challenges and possibilities for social justice. Melbourne Studies in Education, 40 (2), 105-126. doi: 10.1080/17508489909556337 |
1999 Journal Article 'What about the boys?'--Which boys?Mills, M. D. (1999). 'What about the boys?'--Which boys?. The Professional Exchange: Teachers Talking to Teachers, 22, 4-6. |
1997 Journal Article Towards a disruptive pedagogy: Creating spaces for student and teacher resistance to social injusticeMills, Martin (1997). Towards a disruptive pedagogy: Creating spaces for student and teacher resistance to social injustice. International Studies in Sociology of Education, 7 (1), 35-55. doi: 10.1080/09620219700200004 |
1997 Journal Article Manhood in America - Kimmel,MLingard, B and Mills, M (1997). Manhood in America - Kimmel,M. British Journal of Educational Studies, 45 (3), 276-292. |
1996 Journal Article 'Homophobia kills': A disruptive moment in the educational politics of legitimationMills, M (1996). 'Homophobia kills': A disruptive moment in the educational politics of legitimation. British Journal of Sociology of Education, 17 (3), 315-326. doi: 10.1080/0142569960170305 |