Carmen Mills
Biographic Data
| ID | 3828051 |
|---|---|
| NAME | Carmen Mills |
| GIVEN NAMES | Carmen |
| FAMILY NAME | Mills |
| SIGNATURE | MILLS C |
| AFFILIATIONS | The University of Queensland |
| ORCID | 0000-0002-2041-7060 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 129 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 6 |
Data use as the heart of data literacy
A shifting policy landscape in Australian teacher education has led to the introduction of teaching performance assessment tasks in initial teacher education degrees, foregrounding data literacy practices. The aim of this research was to explore pre-service teachers’ uses of data to inform and evaluate their teaching practice as demonstrated in their Graduate Teacher Performance Assessment task. To do so, we drew on a pool of 37 assessment respon…
Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illus…
Metaphor as a methodological tool
This article investigates the social justice dispositions of teachers and principals in secondary schools as inferred from their metaphoric expressions. Drawing on a Bourdieuian account of disposition, our focus is the use of metaphor as a methodological tool to identify and reveal these otherwise latent forces within our data. Our analysis shows evidence of redistributive, recognitive and activist conceptions of social justice. We argue that the…
Socially Inclusive Teaching
Like other western nations such as the United States and the United Kingdom, Australia's record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and t…
Social Justice and Teacher Education
Teachers play a crucial role in promoting more equitable educational outcomes for marginalized students from low socio-economic backgrounds. Correspondingly, there is a clear warrant for preservice teacher education to work toward the development of teachers who are socially just in their beliefs and practices. This article comprises a systematic review locating empirical research at the intersection of social justice-as it is variously defined w…
Implications of the My School Website for Disadvantaged Communities
Drawing on the theoretical constructs of Pierre Bourdieu, this article explores implications of the Australian My School website for schools located in disadvantaged communities. These implications flow from the legitimisation of certain cultural practices through the hidden linkages between scholastic aptitude and cultural heritage and the resulting reproduction of social and cultural inequalities. Seeing transformative potential rather than det…
Re‐asserting the place of context in explaining student (under‐)achievement
One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to 'context' as a complementary explanation, particularly regarding achievement differences between students from different socio-economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically…
Making sense of pre-service teachers’ dispositions towards social justice
Given Australia's diverse student population, the need for pre-service teacher education to prepare what is a predominantly Anglo-Australian and middle-class profession to be effective teachers of diverse students is critical. In Lortie's (1975 Lortie, D. 1975. Schoolteacher: A sociological study, Chicago: University of Chicago Press. [Google Scholar]) classic study, however, he argues that the predispositions of teacher education students are a …
Pre-service teachers' dispositions towards diversity
Opportunity and resignation within marginalised students
Drawing on the voices of students, parents and teachers from a secondary school located in a regional area of Australia in a township characterised by its high welfare dependency and Indigenous population, this article explores the tensions between how marginalised students see themselves and how they are seen by their peers, teachers and fellow community members, with reference to Bourdieu's concept of habitus. The article moves towards a theori…
Reproduction and transformation of inequalities in schooling
This article is concerned with the theoretical constructs of Bourdieu and their contribution to understanding the reproduction of social and cultural inequalities in schooling. While Bourdieu has been criticised for his reproductive emphasis, this article proposes that there is transformative potential in his theoretical constructs and that these suggest possibilities for schools and teachers to improve the educational outcomes of marginalised st…
Researching social inequalities in education
The injustices of 'allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society' (Wacquant, 1998, p. 216). Cognizant of this, we argue that education requires researchers' renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, we mak…
I'm Your New Teacher
Reproduction and transformation of inequalities in schooling
This article is concerned with the theoretical constructs of Bourdieu and their contribution to understanding the reproduction of social and cultural inequalities in schooling. While Bourdieu has been criticised for his reproductive emphasis, this article proposes that there is transformative potential in his theoretical constructs and that these suggest possibilities for schools and teachers to improve the educational outcomes of marginalised st…
Pre-service teachers' dispositions towards diversity
Social Justice and Teacher Education
Teachers play a crucial role in promoting more equitable educational outcomes for marginalized students from low socio-economic backgrounds. Correspondingly, there is a clear warrant for preservice teacher education to work toward the development of teachers who are socially just in their beliefs and practices. This article comprises a systematic review locating empirical research at the intersection of social justice-as it is variously defined w…
Researching social inequalities in education
The injustices of 'allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society' (Wacquant, 1998, p. 216). Cognizant of this, we argue that education requires researchers' renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, we mak…
Implications of the My School Website for Disadvantaged Communities
Drawing on the theoretical constructs of Pierre Bourdieu, this article explores implications of the Australian My School website for schools located in disadvantaged communities. These implications flow from the legitimisation of certain cultural practices through the hidden linkages between scholastic aptitude and cultural heritage and the resulting reproduction of social and cultural inequalities. Seeing transformative potential rather than det…
Re‐asserting the place of context in explaining student (under‐)achievement
One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to 'context' as a complementary explanation, particularly regarding achievement differences between students from different socio-economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically…
Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illus…
Opportunity and resignation within marginalised students
Drawing on the voices of students, parents and teachers from a secondary school located in a regional area of Australia in a township characterised by its high welfare dependency and Indigenous population, this article explores the tensions between how marginalised students see themselves and how they are seen by their peers, teachers and fellow community members, with reference to Bourdieu's concept of habitus. The article moves towards a theori…
Socially Inclusive Teaching
Like other western nations such as the United States and the United Kingdom, Australia's record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and t…
Making sense of pre-service teachers’ dispositions towards social justice
Given Australia's diverse student population, the need for pre-service teacher education to prepare what is a predominantly Anglo-Australian and middle-class profession to be effective teachers of diverse students is critical. In Lortie's (1975 Lortie, D. 1975. Schoolteacher: A sociological study, Chicago: University of Chicago Press. [Google Scholar]) classic study, however, he argues that the predispositions of teacher education students are a …
Metaphor as a methodological tool
This article investigates the social justice dispositions of teachers and principals in secondary schools as inferred from their metaphoric expressions. Drawing on a Bourdieuian account of disposition, our focus is the use of metaphor as a methodological tool to identify and reveal these otherwise latent forces within our data. Our analysis shows evidence of redistributive, recognitive and activist conceptions of social justice. We argue that the…
I'm Your New Teacher
Researching social inequalities in education
The injustices of 'allowing certain people to succeed, based not upon merit but upon the cultural experiences, the social ties and the economic resources they have access to, often remains unacknowledged in the broader society' (Wacquant, 1998, p. 216). Cognizant of this, we argue that education requires researchers' renewed examination and explanation of its involvement in the construction of social and economic differences. Specifically, we mak…
Opportunity and resignation within marginalised students
Drawing on the voices of students, parents and teachers from a secondary school located in a regional area of Australia in a township characterised by its high welfare dependency and Indigenous population, this article explores the tensions between how marginalised students see themselves and how they are seen by their peers, teachers and fellow community members, with reference to Bourdieu's concept of habitus. The article moves towards a theori…
Reproduction and transformation of inequalities in schooling
This article is concerned with the theoretical constructs of Bourdieu and their contribution to understanding the reproduction of social and cultural inequalities in schooling. While Bourdieu has been criticised for his reproductive emphasis, this article proposes that there is transformative potential in his theoretical constructs and that these suggest possibilities for schools and teachers to improve the educational outcomes of marginalised st…
Making sense of pre-service teachers’ dispositions towards social justice
Given Australia's diverse student population, the need for pre-service teacher education to prepare what is a predominantly Anglo-Australian and middle-class profession to be effective teachers of diverse students is critical. In Lortie's (1975 Lortie, D. 1975. Schoolteacher: A sociological study, Chicago: University of Chicago Press. [Google Scholar]) classic study, however, he argues that the predispositions of teacher education students are a …
Pre-service teachers' dispositions towards diversity
Re‐asserting the place of context in explaining student (under‐)achievement
One popular view of student achievement is that the quality of teaching students receive plays an important part in whether or not they do well at school. In this article we draw attention to 'context' as a complementary explanation, particularly regarding achievement differences between students from different socio-economic backgrounds. In making these observations, we utilise data from one Australian secondary school located in an economically…
Implications of the My School Website for Disadvantaged Communities
Drawing on the theoretical constructs of Pierre Bourdieu, this article explores implications of the Australian My School website for schools located in disadvantaged communities. These implications flow from the legitimisation of certain cultural practices through the hidden linkages between scholastic aptitude and cultural heritage and the resulting reproduction of social and cultural inequalities. Seeing transformative potential rather than det…
Social Justice and Teacher Education
Teachers play a crucial role in promoting more equitable educational outcomes for marginalized students from low socio-economic backgrounds. Correspondingly, there is a clear warrant for preservice teacher education to work toward the development of teachers who are socially just in their beliefs and practices. This article comprises a systematic review locating empirical research at the intersection of social justice-as it is variously defined w…
Metaphor as a methodological tool
This article investigates the social justice dispositions of teachers and principals in secondary schools as inferred from their metaphoric expressions. Drawing on a Bourdieuian account of disposition, our focus is the use of metaphor as a methodological tool to identify and reveal these otherwise latent forces within our data. Our analysis shows evidence of redistributive, recognitive and activist conceptions of social justice. We argue that the…
Socially Inclusive Teaching
Like other western nations such as the United States and the United Kingdom, Australia's record of education outcomes for marginalized groups is troubling, whether the comparisons are made within the nation or with other OECD nations. Although recent Australian Governments have sought to overhaul funding for schools and universities, on their own, more resources for educational institutions are not enough to redress problems of disadvantage and t…
Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling
This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illus…
Data use as the heart of data literacy
A shifting policy landscape in Australian teacher education has led to the introduction of teaching performance assessment tasks in initial teacher education degrees, foregrounding data literacy practices. The aim of this research was to explore pre-service teachers’ uses of data to inform and evaluate their teaching practice as demonstrated in their Graduate Teacher Performance Assessment task. To do so, we drew on a pool of 37 assessment respon…
Sociology (12 works) · Pedagogy (11 works) · Political science (9 works) · Social science (9 works) · Law (7 works) · Epistemology (5 works) · Global Education and Multiculturalism (5 works) · Law (5 works) · Psychology (5 works) · Social and Cultural Dynamics (5 works)