![Associate Professor Carmen Mills](/sites/default/files/profiles/1374.jpeg)
Overview
Background
Dr Carmen Mills is an Associate Professor in Teaching, Learning and Classroom Pedagogy in the School of Education at The University of Queensland, where she is the Director of Teaching and Learning. Her research interests are informed broadly by the sociology of education. She has an international reputation for significant research contributions in the areas of social justice in education, schooling in disadvantaged communities and teacher education for the development of socially just dispositions. As a socially critical researcher, informed by the work of Pierre Bourdieu and others, she is concerned to explore questions related to whose interests are served by the social arrangements evident in educational contexts and how these arrangements might be structured more equitably. She is experienced in undertaking empirical research with others from a range of disciplinary backgrounds, bringing her particular experience in interviewing and observation, her empirical interest in equity and social justice, as well as her understanding of Bourdieuian theoretical concepts, to these research teams.
Availability
- Associate Professor Carmen Mills is:
- Available for supervision
Fields of research
Qualifications
- Doctor of Philosophy, Monash University
Research interests
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Sociology of education
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Social justice in education
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Schooling in disadvantaged communities
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Teacher education
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Bourdieu
Works
Search Professor Carmen Mills’s works on UQ eSpace
2022
Other Outputs
Success from the perspective of the successful: Low SES students, success and completion in higher education
Rubin, 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: Low SES students, 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.
2021
Book Chapter
Implications of the My School website for disadvantaged communities: A Bourdieuian analysis
Carmen 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
2021
Journal Article
Data use as the heart of data literacy: an exploration of pre-service teachers’ data literacy practices in a teaching performance assessment
McDowall, 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
2020
Book Chapter
Researching teacher practice: Social justice dispositions revealed in activity
Gale, 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
2019
Journal Article
Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling
Mills, 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
2019
Book Chapter
Thinking with Bourdieu about teachers’ pedagogies and their dispositions for social justice: unthinkingness in aspiration formation
Cross, 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.
2017
Journal Article
Socially inclusive teaching: belief, design, action as pedagogic work
Gale, 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
2017
Journal Article
Metaphor as a methodological tool: identifying teachers' social justice dispositions across diverse secondary school settings
Mills, 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
2016
Journal Article
Social justice and teacher education: a systematic review of empirical work in the field
Mills, 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
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
2015
Journal Article
Implications of the My School website for disadvantaged communities: a Bourdieuian analysis
Mills, 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
2015
Book Chapter
Professional identity and English language teaching in a discipline-specific context
Mohamed, 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.
2013
Journal Article
Developing pedagogies in pre-service teachers to cater for diversity: Challenges and ways forward in initial teacher education
Mills, 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
2013
Journal Article
A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education
Mills, 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
2013
Journal Article
Creating spaces in higher education for marginalised Australians: Principles for socially inclusive pedagogies
Gale, 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
2012
Journal Article
'Fixing' student deficit in contexts of diversity: another cautionary tale for pre-service teacher education
Mills, 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
2012
Journal Article
When ‘picking the right people’ is not enough: a Bourdieuian analysis of social justice and dispositional change in pre-service teachers
Mills, 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
2011
Journal Article
Re-asserting the place of context in explaining student (under-)achievement
Mills, 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
2010
Journal Article
Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change
Mills, 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
2010
Book Chapter
Competencies That Count
Mills, 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
Funding
Past funding
Supervision
Availability
- Associate Professor Carmen Mills is:
- Available for supervision
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Supervision history
Current supervision
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Doctor Philosophy
Understanding Extended School Non-attendance in Primary School Children.
Principal Advisor
Other advisors: Dr Christina Gowlett
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Doctor Philosophy
The mentoring of pre-service teachers in rural and regional Queensland: impacts on their emerging professional identities
Principal Advisor
Other advisors: Dr Emily Ross
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Master Philosophy
Bourdieu on Tuckshop Duty: A case study of the character and utility of unpaid labour in a Queensland primary school
Associate Advisor
Other advisors: Dr Christina Gowlett
Completed supervision
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2018
Doctor Philosophy
Curriculum Policy Enactment and Spaces of Change: A Bourdieuian Field Analysis
Principal Advisor
Other advisors: Dr Christina Gowlett, Professor Katie Makar
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2016
Doctor Philosophy
Stories from the Field: Exploring Pre-Service Social Studies Teachers' Dispositions to and Perceptions of Socially Just Practices in Nigeria
Principal Advisor
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2023
Doctor Philosophy
Outside looking in: Stories of teachers' lived experiences
Associate Advisor
Other advisors: Dr Liz Mackinlay
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2020
Doctor Philosophy
Becoming a mother and mattering in early 21st century Australia: An exploration of women's perinatal transitions and equity in wellbeing
Associate Advisor
Other advisors: Dr Melissa Johnstone, Dr Mary McMahon
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2018
Doctor Philosophy
Narratives from Non-traditional Students in Higher Education
Associate Advisor
Other advisors: Emeritus Professor Peter Renshaw, Honorary Professor Martin Mills
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2016
Doctor Philosophy
Retaining and maintaining the mid-career teacher: An exploration into the retention, development and career progression of mid-career teachers
Associate Advisor
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2015
Doctor Philosophy
Managing the Complexities of English Language Teaching in Engineering
Associate Advisor
Other advisors: Dr Karen Moni
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Doctor Philosophy
WHITE ON WHITE: A TRANSFORMATIVE ANALYSIS OF WHITENESS AND DIVERSITY EDUCATION
Associate Advisor
Media
Enquiries
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