Carmen Mills is a Senior Lecturer 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 and specifically by issues of social justice in education, schooling in disadvantaged communities and teacher education for the development of socially just dispositions. As a 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 co-convenor of the Australian Association for Research in Education (AARE) Special Interest Group on Social Justice. Her current research as a chief investigator on an Australian Research Council project explores social justice dispositions informing teachers’ pedagogy in advantaged and disadvantaged secondary schools.
Cross, Russell , Mills, Carmen and Gale, Trevor (2019). Thinking with Bourdieu about teachers’ pedagogies and their dispositions for social justice: unthinkingness in aspiration formation. In Garth Stahl, Derron Wallace, Ciaran Burke and Steven Threadgold (Ed.), International perspectives on theorizing aspiration: applying Bourdieu’s tools (pp. 130-142) London, United Kingdom: Bloomsbury.
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
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
(2013–2015) Deakin University
(2008–2010) UQ Postdoctoral Research Fellowship
Curriculum Policy Enactment and Spaces of Change: A Bourdieuian Field Analysis
(2018) Doctor Philosophy
(2016) Doctor Philosophy
An investigation of the influence of career support on decision-making, goal-directed behaviour and emotional wellbeing during the perinatal period
Doctor Philosophy
Schooling in disadvantaged communities: Playing the game from the back of the field
Mills, Carmen and Gale, Trevor Schooling in disadvantaged communities: Playing the game from the back of the field. Dordrecht , The Netherlands: Springer, 2010. doi:10.1007/978-90-481-3344-4
Cross, Russell , Mills, Carmen and Gale, Trevor (2019). Thinking with Bourdieu about teachers’ pedagogies and their dispositions for social justice: unthinkingness in aspiration formation. In Garth Stahl, Derron Wallace, Ciaran Burke and Steven Threadgold (Ed.), International perspectives on theorizing aspiration: applying Bourdieu’s tools (pp. 130-142) 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. In Christina Gitsaki and Thomai Alexiou (Ed.), Current issues in second/foreign language teaching and teacher development: research and practice (pp. 85-103) 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?. In Cathy Benedict, Patrick Schmidt, Gary Spruce and Paul Woodford (Ed.), The Oxford handbook of social justice in music education (pp. 644-657) 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. In Coming to Terms with Social Inequalities in Education (pp. 13-27) NEW YORK: SPRINGER. doi:10.1007/978-90-481-3344-4_2
Mills, Carmen and Gale, Trevor (2010). Competencies That Count. In Competencies That Count (pp. 73-87) NEW YORK: SPRINGER. doi:10.1007/978-90-481-3344-4_6
Mills, Carmen and Gale, Trevor (2010). Locating the Research. In 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. In 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?. In 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?. In Where Are the Good Teachers When You Need Them? (pp. 43-53) NEW YORK: SPRINGER. doi:10.1007/978-90-481-3344-4_4
Mills, C. and Gale, T. (2004). Doing research with teachers, parents and students: The ethics and politics of collaborative research. In Phyllida Coombes, Mike Danaher and Patrick Alan Danaher (Ed.), Strategic uncertainties: Ethics, politics and risk in contemporary educational research (pp. 89-101) 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. In Bruce Allen Knight and Leonie Rowan (Ed.), Researching in contemporary educational environments (pp. 64-83) Flaxton, QLD, Australia: Post Pressed.
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
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
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
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
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
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
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
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
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
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
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
Mills, Carmen (2009) Making sense of pre-service teachers' dispositions towards social justice: Can teacher education make a difference?. Critical Studies in Education, 50 3: 277-288. doi:10.1080/17508480903156862
Mills, Carmen (2008) Review of: Grenfell, M. (2007). ‘Pierre Bourdieu: Education and Training’. London: Continuum. Teachers College Record. Teachers College Record, .
Ballantyne, Julie and Mills, Carmen (2008) Promoting socially just and inclusive music teacher education: Exploring perceptions of early-career teachers. Research Studies in Music Education, 30 1: 77-91. doi:10.1177/1321103X08089891
Mills, C. (2008) "I don't have much of an ethnic background": Exploring changes in dispositions towards diversity in pre-service teachers. International Journal of Pedagogies and Learning, 4 3: 49-58. doi:10.5172/ijpl.4.3.49
Making a difference: Moving beyond the superficial treatment of diversity
Mills, C. (2008) Making a difference: Moving beyond the superficial treatment of diversity. Asia-Pacific Journal of Teacher Education, 36 4: 261-275. doi:10.1080/13598660802375925
Mills, Carmen (2008) Opportunity and resignation within marginalised students: Towards a theorisation of the reproductive and transformative habitus. Critical Studies in Education, 49 2: 99-111. doi:10.1080/17508480802040191
Mills, C. (2008) Reproduction and transformation of inequalities in schooling: The transformative potential of the theoretical constructs of Bourdieu. British Journal of Sociology of Education, 29 1: 79-89. doi:10.1080/01425690701737481
Struggles to subvert the gendered field: Issues of masculinity, rurality and class
Keddie, Amanda, Mills, Carmen and Mills, Martin (2008) Struggles to subvert the gendered field: Issues of masculinity, rurality and class. Pedagogy, Culture and Society, 16 2: 193-205. doi:10.1080/14681360802142161
Editors’ introduction to special theme issue: Meanings emerging in practice (Part 2)
Danaher, Patrick Alan, Mills, Carmen, White, Robert, D., O'Neill, Shirley and Son, Jeong-Bae (2007) Editors’ introduction to special theme issue: Meanings emerging in practice (Part 2). International Journal of Pedagogies and Learning, 3 2: 1-3.
Researching social inequalities in education: towards a Bourdieuian methodology
Mills, Carmen and Gale, Trevor (2007) Researching social inequalities in education: towards a Bourdieuian methodology. International journal of qualitative studies in education, 20 4: 433-447. doi:10.1080/09518390601176523
Mills, C. (2007) Transforming the capital that counts: Making a difference for students with cultural capital in the wrong currency. Curriculum Perspectives, 27 3: 11-21.
Parent participation in disadvantaged schools : moving beyond attributions of blame
Mills, C. and Gale, T. (2004) Parent participation in disadvantaged schools : moving beyond attributions of blame. Australian journal of education, 48 3: 268-281.
Mills, Carmen and Gale, Trevor (2004) "I'm your new teacher": The impact of teacher mobility on educational opportunities for marginalised students. Melbourne studies in education, 45 2: 67-82.
Mills, Carmen (2003) Review of Gale, T. and Densmore, K. (2000)'Just Schooling: Explorations in the cultural politics of teaching. Melbourne Studies in Education, 44 2: 125-126.
Transient Teachers: Mixed Messages of Schooling in Regional Australia
Mills, Carmen and Gale, Trevor (2003) Transient Teachers: Mixed Messages of Schooling in Regional Australia. Journal of research in rural education, 18 3: 145-151.
Schooling and the (re)production of social inequalities: What can and should we be doing?
Mills, Carmen and Gale, Trevor (2002) Schooling and the (re)production of social inequalities: What can and should we be doing?. Melbourne studies in education, 43 1: 107-128.
Mills, Carmen (2000) Review of: Gale, T. and Densmore, K. (2000)'Just Schooling: Explorations in the cultural politics of teaching. Idiom 23, 15 1: 120-212.
Mills, Carmen (2008). Developing socially just dispositions in pre-service and beginning teachers: Findings from the first year. In: Australian Association for Research in Education Conference, Brisbane, Australia, (). 30 November - 4 December 2008.
(2013–2015) Deakin University
(2008–2010) UQ Postdoctoral Research Fellowship
An investigation of the influence of career support on decision-making, goal-directed behaviour and emotional wellbeing during the perinatal period
Doctor Philosophy — Associate Advisor
Negotiating Permanent Limbo while Reframing the Role of the Educator: How has the teaching profession in Australian schools responded to recent immigration policies for people seeking asylum?
Doctor Philosophy — Associate Advisor
Other advisors:
Curriculum Policy Enactment and Spaces of Change: A Bourdieuian Field Analysis
(2018) Doctor Philosophy — Principal Advisor
Other advisors:
(2016) Doctor Philosophy — Principal Advisor
Narratives from Non-traditional Students in Higher Education
(2018) Doctor Philosophy — Associate Advisor
Other advisors:
(2016) Doctor Philosophy — Associate Advisor
Managing the Complexities of English Language Teaching in Engineering
(2015) Doctor Philosophy — Associate Advisor
Other advisors:
WHITE ON WHITE: A TRANSFORMATIVE ANALYSIS OF WHITENESS AND DIVERSITY EDUCATION
() Doctor Philosophy — Associate Advisor