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Associate Professor Carmen Mills
Associate Professor

Carmen Mills

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+61 7 336 56632

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

Qualifications

  • Doctor of Philosophy, Monash University

Research interests

  • Sociology of education

  • Social justice in education

  • Schooling in disadvantaged communities

  • Teacher education

  • Bourdieu

Works

Search Professor Carmen Mills’s works on UQ eSpace

47 works between 2000 and 2022

1 - 20 of 47 works

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.

Success from the perspective of the successful: Low SES students, success and completion in higher education

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

Implications of the My School website for disadvantaged communities: A Bourdieuian analysis

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

Data use as the heart of data literacy: an exploration of pre-service teachers’ data literacy practices in a teaching performance assessment

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

Researching teacher practice: Social justice dispositions revealed in activity

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

Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling

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.

Thinking with Bourdieu about teachers’ pedagogies and their dispositions for social justice: unthinkingness in aspiration formation

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

Socially inclusive teaching: belief, design, action as pedagogic work

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

Metaphor as a methodological tool: identifying teachers' social justice dispositions across diverse secondary school settings

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

Social justice and teacher education: a systematic review of empirical work in the field

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

The intersection of music teacher education and social justice: where are we now?

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

Implications of the My School website for disadvantaged communities: a Bourdieuian analysis

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.

Professional identity and English language teaching in a discipline-specific context

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

Developing pedagogies in pre-service teachers to cater for diversity: Challenges and ways forward in initial teacher education

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

A Bourdieuian analysis of teachers' changing dispositions towards social justice: the limitations of practicum placements in pre-service teacher education

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

Creating spaces in higher education for marginalised Australians: Principles for socially inclusive pedagogies

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

'Fixing' student deficit in contexts of diversity: another cautionary tale for pre-service teacher education

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

When ‘picking the right people’ is not enough: a Bourdieuian analysis of social justice and dispositional change in pre-service teachers

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

Re-asserting the place of context in explaining student (under-)achievement

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

Pre-service teachers' dispositions towards diversity: Arguing for a developmental hierarchy of change

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

Competencies That Count

Funding

Past funding

  • 2019 - 2022
    Success from the perspective of the successful: Low SES students, success and completion in higher education
    University of Newcastle
    Open grant
  • 2019 - 2023
    Graduate Teacher Performance Assessment Research
    Australian Catholic University
    Open grant
  • 2013 - 2015
    Social justice dispositions informing teachers' pedagogy in advantaged and disadvantaged secondary schools (ARC Discovery Project administered by Deakin University)
    Deakin University
    Open grant
  • 2008 - 2010
    The role of pre-service teacher education in the development of socially just dispositions in pre-service and beginning teachers
    UQ Postdoctoral Research Fellowship
    Open grant

Supervision

Availability

Associate Professor Carmen Mills is:
Available for supervision

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Supervision history

Current supervision

  • Doctor Philosophy

    Understanding Extended School Non-attendance in Primary School Children.

    Principal Advisor

    Other advisors: Dr Christina Gowlett

  • 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

  • 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

Media

Enquiries

For media enquiries about Associate Professor Carmen Mills's areas of expertise, story ideas and help finding experts, contact our Media team:

communications@uq.edu.au