OR

Browse By

Associate Professor Carmen Mills

Associate Professor

School of Education
Faculty of Humanities, Arts and Social Sciences
carmen.mills@uq.edu.au
+61 7 336 56632

Overview

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.

Research Interests

  • Sociology of education
  • Social justice in education
  • Schooling in disadvantaged communities
  • Teacher education
  • Bourdieu

Qualifications

  • Doctor of Philosophy, Monash University

Publications

View all Publications

Grants

View all Grants

Supervision

View all Supervision

Publications

Book

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

  • 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

  • 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.

  • 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.

  • 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

  • Coming to Terms with Social Inequalities in Education

    Mills, Carmen and Gale, Trevor (2010). Coming to Terms with Social Inequalities in Education. Coming to Terms with Social Inequalities in Education. (pp. 13-27) NEW YORK: SPRINGER. doi: 10.1007/978-90-481-3344-4_2

  • 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

  • Locating the Research

    Mills, Carmen and Gale, Trevor (2010). Locating the Research. Locating the Research. (pp. 1-+) NEW YORK: SPRINGER. doi: 10.1007/978-90-481-3344-4_1

  • Student Achievement in Context

    Mills, Carmen and Gale, Trevor (2010). Student Achievement in Context. Student Achievement in Context. (pp. 29-41) NEW YORK: SPRINGER. doi: 10.1007/978-90-481-3344-4_3

  • What Should Effective Schooling Look Like?

    Mills, Carmen and Gale, Trevor (2010). What Should Effective Schooling Look Like?. What Should Effective Schooling Look Like?. (pp. 55-72) NEW YORK: SPRINGER. doi: 10.1007/978-90-481-3344-4_5

  • Where Are the Good Teachers When You Need Them?

    Mills, Carmen and Gale, Trevor (2010). Where Are the Good Teachers When You Need Them?. Where Are the Good Teachers When You Need Them?. (pp. 43-53) NEW YORK: SPRINGER. doi: 10.1007/978-90-481-3344-4_4

  • Doing research with teachers, parents and students: The ethics and politics of collaborative research

    Mills, C. and Gale, T. (2004). Doing research with teachers, parents and students: The ethics and politics of collaborative research. Strategic uncertainties: Ethics, politics and risk in contemporary educational research. (pp. 89-101) edited by Phyllida Coombes, Mike Danaher and Patrick Alan Danaher. Flaxton, Qld: Post Pressed.

  • Recognitive justice: renewed commitment to socially just schooling

    Mills, Carmen and Gale, Trevor (2001). Recognitive justice: renewed commitment to socially just schooling. Researching in contemporary educational environments. (pp. 64-83) edited by Bruce Allen Knight and Leonie Rowan. Flaxton, QLD, Australia: Post Pressed.

Journal Article

Conference Publication

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.

PhD and MPhil Supervision

Current Supervision

  • The mentoring of pre-service teachers in rural and regional Queensland: impacts on their emerging professional identities

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Understanding Extended School Non-attendance in Primary School Children.

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • A gender analysis of volunteer work in parents and citizens associations in Queensland State Schools

    Master Philosophy — Associate Advisor

    Other advisors:

Completed Supervision

For Media assistance please contact The Office of Marketing and Communications, (07) 3365 1120

Links

ResearcherID: F-8431-2014

ORCID: 0000-0002-2041-7060

Scopus ID: 24449742900

Google Scholar ID: 0V0oBoEAAAAJ

Unit Links
Other Media

Related Resources

Similar Staff
Researchers in Associated Units
Fields of Research