B.Econ (UQ), Dip Ed (Charles Sturt), B.Ed (Hons) (UQ), PhD (UQ)
Professor MARTIN MILLS is a Professor of Education at The University of Queensland. He researches in the area of social justice, pedagogies, school reform, alternative education and gender. Martin has recently completed an ARC Future Fellowship exploring the ways in which alternative education provision inhibits or enhances marginalised young people’s engagement with education in Australia and England. He is currently exploring the notion of ‘realistic utopias’ in relation to education. He is the current President of the Australian Association for Research in Education. He has recently completed a three Visiting Professorship at Kings College London. He has served on numerous government or statutory authority advisory committees, for example, he is on the Education Advisory Group – Youth Affairs Network Queensland (YANQ), and has been a member of the Equity Advisory Committee Queensland Curriculum and Assessment Authority (QCAA) (formerly QSA) and a member of the Ministerial Advisory Committee on the Future of Sate Schooling in Queensland. He is an editor of Discourse: Studies in the Cultural Politics of Education
Honorary Professorship Kings College London (2012-15)
President Australian Association for Research in Education (2014-2016)
Life Fellow Clare Hall, Cambridge University
Mills, M., Keddie, A., Renshaw, P. & Monk, S. (2017) The politics of differentiation in schools, Routledge, London.
Mills, M., & McGregor, G. (2016). Learning not borrowing from the Queensland Education System: Lessons on curricular, pedagogical and assessment reform, The Curriculum Journal, 27 (1) 113-133.
Mills, M. (2015) The tyranny of no alternative: Co-operating in a competitive marketplace, International Journal of Inclusive Education. 19(11), 1172-1189.
Mills, M. & McGregor, G. (2014) Re-engaging young people in education: learning from alternative schools, Routledge, London.
Francis, B. & Mills, M. (2012) What Would a Socially Just Education System Look Like? Journal of Education Policy 27(5), 577-585.