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who i am
editor
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sj Miller, PhD (no pronoun usage)
sosefit@aol.com sj.miller@sfcc.edu Associate Professor, Teacher Education Santa Fe Community College Teacher Education | Teacher Academy 6401 Richards Ave, Room 4C Santa Fe, New Mexico 87508-4887 505-428-1610 Adjunct Associate Faculty Vanderbilt University Department of Leadership, Policy and Organizations, Peabody College sj.miller@vanderbilt.edu
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Photo taken by Luis Sanchez Saturno, The SF New Mexican
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my cv
about me - theoretical frames - teaching philosophy - research interests - find me - background - awards
about me
sj Miller, a trans+*disciplinary award winning teacher/writer/activist/scholar, both nationally and internationally, is a secondary literacy specialist whose emphasis is on social justice and gender identity in pre-K through university level teaching. sj gives keynotes across the world.
sj has a combined 26 years of teaching secondary English Language Arts, and undergraduate and graduate courses in Literacy, Curriculum and Instruction, and secondary preservice Urban and English Teacher Education. sj has published widely in journals and presented widely in state and national conferences on a variety of topics related to teaching young adult literature, anti-bullying pedagogy, challenging the gender and gender identity binary (i.e., trans*+, (a)gender, gender expansive/dynamic/fluid/creative youth), lesbian, gay, bisexual, asexual, intersex, queer and questioning topics, multimodal applications of popular culture in secondary classrooms, and cultivating socio-spatial justice dispositions with secondary preservice English teachers.
Currently, sj is Academic Studies Member of the Lesbian, Gay, Bisexual, and Transgender Advisory Board for the National Council Teachers of English (NCTE); Advisor for GLSEN'S Educator Advisory Committee; Consultant for the College Board and AP Literature and Composition Table Leader; Advisory Board member for Routledge’s Critical Studies in Gender and Sexuality in Education, Palgrave MacMillan's Queer Studies in Education, Journal of LGBT Youth, Journal of Adolescent and Adult Literacy, and Journal of Literacy Research; and, UNESCO representative for the United States to develop Education for Peace and Sustainable Development in India with the Mohathma Gandhi Institute. sj helped draft the Beliefs Statement about Social Justice in English Education and pass the NCTE Resolution on Social Justice in Literacy Education, which informed the CAEP Social Justice Standard 6-the first ever standard in the United States that advances social justice work in teacher preparation. sj helped co-establish the NCTE Resolution and CEE Commission for Dismantling the School-to-Prison Pipeline and is editor of the series, Spaces In-between: Beyond Binary Gender Identities and Sexualities (Teachers College Press) and, co-editor of the series Social Justice Across Contexts in Education (Peter Lang).
Notably, sj won the 2005 Article of the Year Award from the English Journal for “Shattering Images of Violence in Young Adult Literature: Strategies for the Classroom,” and co-authored Unpacking the Loaded Teacher Matrix: Negotiating Space and Time Between University and Secondary English Classrooms which received the Richard A. Meade award from NCTE. sj was selected as 2015 recipient of the Joanne Arnold Courage and Commitment Award for contributions to advocacy and education in the lives of LGBTQ people and beyond, was awarded the 2017 AERA Exemplary Research Award, and awarded the 2018 Michigan Council Teachers of English Outstanding Book for Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework. This past April 2019, sj received the AERA Distinguished Contributions to Gender Equity in Education Research Award.
sj’s works have appeared in a number of journals and books including English Education, English Journal, The Harvard Review, The International Journal of Transgenderism, Alan Review, Teacher Education and Practice, Scholar-Practitioner Quarterly, Journal of Curriculum Theorizing, Sex Education, Multicultural Perspectives, International Journal of Critical Pedagogy, Educational Leadership Quarterly, Social Sciences, Harvard Education Press and, Teachers College Record.
sj's books include:
sj recently appeared in a feature documentary, Gender: The Space Between on CBS, and has contributed to the Huffington Post, BBC Radio, CBS News, and PBS, and Presented at TEDMED.
Currently, sj is Academic Studies Member of the Lesbian, Gay, Bisexual, and Transgender Advisory Board for the National Council Teachers of English (NCTE); Advisor for GLSEN'S Educator Advisory Committee; Consultant for the College Board and AP Literature and Composition Table Leader; Advisory Board member for Routledge’s Critical Studies in Gender and Sexuality in Education, Palgrave MacMillan's Queer Studies in Education, Journal of LGBT Youth, Journal of Adolescent and Adult Literacy, and Journal of Literacy Research; and, UNESCO representative for the United States to develop Education for Peace and Sustainable Development in India with the Mohathma Gandhi Institute. sj helped draft the Beliefs Statement about Social Justice in English Education and pass the NCTE Resolution on Social Justice in Literacy Education, which informed the CAEP Social Justice Standard 6-the first ever standard in the United States that advances social justice work in teacher preparation. sj helped co-establish the NCTE Resolution and CEE Commission for Dismantling the School-to-Prison Pipeline and is editor of the series, Spaces In-between: Beyond Binary Gender Identities and Sexualities (Teachers College Press) and, co-editor of the series Social Justice Across Contexts in Education (Peter Lang).
Notably, sj won the 2005 Article of the Year Award from the English Journal for “Shattering Images of Violence in Young Adult Literature: Strategies for the Classroom,” and co-authored Unpacking the Loaded Teacher Matrix: Negotiating Space and Time Between University and Secondary English Classrooms which received the Richard A. Meade award from NCTE. sj was selected as 2015 recipient of the Joanne Arnold Courage and Commitment Award for contributions to advocacy and education in the lives of LGBTQ people and beyond, was awarded the 2017 AERA Exemplary Research Award, and awarded the 2018 Michigan Council Teachers of English Outstanding Book for Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework. This past April 2019, sj received the AERA Distinguished Contributions to Gender Equity in Education Research Award.
sj’s works have appeared in a number of journals and books including English Education, English Journal, The Harvard Review, The International Journal of Transgenderism, Alan Review, Teacher Education and Practice, Scholar-Practitioner Quarterly, Journal of Curriculum Theorizing, Sex Education, Multicultural Perspectives, International Journal of Critical Pedagogy, Educational Leadership Quarterly, Social Sciences, Harvard Education Press and, Teachers College Record.
sj's books include:
- Miller, s. (2019). about gender identity justice in schools and communities. New York: Teachers College Press.
- Miller, s. Mayo, C., Hoskin, R., & Green, J. (2019). Navigating trans*+ and complex gender identities. Bloomsbury: U.K.
- Miller, s., & Rodriguez, N. (Eds.). (2016). Educators queering academia: Critical memoirs. New York: Peter Lang.
- Miller, s. (Ed.). (2018). Enseñando, afirmando, y reconociendo a jóvenes trans* y de género creative: Un marco de enseñanza queer (A. Stevenson Valdés, Trans). Santiago: Ediciones Universidad Alberto Hurtado.
- Miller, s. (Ed.). (2016). Teaching, affirming, and recognizing trans and gender creative youth: A queer literacy framework. New York: PalgraveMacmillan.
- Miller, s., Burns, L., & Johnson, T.S. (2013). Generation BULLIED 2.0: Prevention and intervention strategies for our most vulnerable students. New York: Peter Lang.
- Miller, s. & Kirkland, D. (Eds.). (2010). Change matters: Critical essays on moving social justice research from theory to policy. New York: Peter Lang.
- Miller, s., Beliveau, L., DeStigter, T., Kirkland, D., & Rice, P. (2008). Narratives of social justice teaching: How English teachers negotiate theory and practice between preservice and inservice spaces. New York: Peter Lang.
- Miller, s., & Norris, L. (2007). Unpacking the loaded teacher matrix: Negotiating space and time between university and secondary English classrooms. New York: Peter Lang.
sj recently appeared in a feature documentary, Gender: The Space Between on CBS, and has contributed to the Huffington Post, BBC Radio, CBS News, and PBS, and Presented at TEDMED.
theoretical frames
Social justice, equity-driven, trans and trans*+, trans*+-culturally sustaining, culturally responsive and relevant, critical race, queer, feminist, social positioning, geospatial, socio-spatial, spatiality and temporality, critical discourse, anti-bullying theory/pedagogy, and critical literacy.
At the center of my research are transdisciplinary perspectives on social justice which cut across theory, epistemology and pedagogy.
At the center of my research are transdisciplinary perspectives on social justice which cut across theory, epistemology and pedagogy.
teaching philosophy
My pedagogy is framed by a deep commitment to social change and social justice through constructivism, social activism, equity and asset-driven, culturally relevant and responsive, and liberatory teaching practices. These theories lay the foundation for my teaching practices and praxis which are student-centered.
I teach to enable preservice student teachers to develop a beginning teaching pedagogy by interrogating how their prior experiences shape their belief systems and how those belief systems shape their teaching practices and goals. I encourage preservice teachers to make meaning of how their belief systems have and will shape their eventual teaching identities.
Together we interrogate and deconstruct how we have been shaped by hegemony and the institutions in which we are embedded and discuss how we can reconstruct ourselves away from institutionalized thinking and practice. We do so by examining how our own prejudices, and if gone unchecked, can escalate into detrimental teaching patterns and practices. I assist my student teachers in creating socially and culturally relevant and equity-driven lesson plans that will meet the needs of the diverse learners with whom they will engage.
I teach to enable preservice student teachers to develop a beginning teaching pedagogy by interrogating how their prior experiences shape their belief systems and how those belief systems shape their teaching practices and goals. I encourage preservice teachers to make meaning of how their belief systems have and will shape their eventual teaching identities.
Together we interrogate and deconstruct how we have been shaped by hegemony and the institutions in which we are embedded and discuss how we can reconstruct ourselves away from institutionalized thinking and practice. We do so by examining how our own prejudices, and if gone unchecked, can escalate into detrimental teaching patterns and practices. I assist my student teachers in creating socially and culturally relevant and equity-driven lesson plans that will meet the needs of the diverse learners with whom they will engage.
research interests
Socio-spatial justice
Preservice and inservice teacher dispositions
Urban Education and English Education
Gender Identity topics in pre-K-12th and university contexts addressing policy, theory, pedagogy and curriculum
Marginalized/undervalued student literacies and identities
Disrupting the School-to-Prison Pipeline
Preservice and inservice teacher dispositions
Urban Education and English Education
Gender Identity topics in pre-K-12th and university contexts addressing policy, theory, pedagogy and curriculum
Marginalized/undervalued student literacies and identities
Disrupting the School-to-Prison Pipeline
background and personal interests
Though born in New Orleans, Louisiana, I spent my formative years in Santa Fe, NM. I was a stand-out soccer player and swimmer and was awarded a full ride to play soccer at U.C. Berkeley. Graduating with a B.A. in Social Sciences and a Minor in Psychology, I went on to receive my Masters at the Hebrew Union College in Los Angeles, California. In 1994, I moved back to Santa Fe and started my career teaching Hebrew School while working on my elementary and secondary teaching licensures in Language Arts, Social Studies and Coaching at the University of New Mexico (UNM) in Albuquerque. I then went on to teach middle school history, and eventually, found my passion teaching high school Advanced Placement (AP) Literature and Composition, Humanities and a variety of different 9-12th grade classes. During my time as a high school teacher and to support myself, I coached men's and women's varsity soccer at Santa Fe High School, continued to teach many different grades of Hebrew school, and tutored youth to become a Bar/Bat Mitzvah.
In 1998, I began doing professional development workshops for the College Board in New Mexico, Oklahoma, Texas, and Wyoming. I then became a table leader for the AP Lit and Comp reading (and have now read for 19 years). After many years of consulting, I decided it was time for me to pursue my Ph.D., at UNM in secondary English Education. While working on my doctorate and teaching at the University, I kept my high school classroom and completed my degree in 2005.
I then moved to Pittsburgh, Pennsylvania to teach at Indiana University of Pennsylvania (IUP) in the English Education program. I taught undergraduate and graduate courses in young adult literature, reading and writing methods, critical pedagogy, and popular culture for educators, and directed the Masters in English Education program. As I was moving in rank from Assistant to a tenured, Associate Professor, I socially and medically transitioned to appear male, while I simultaneously came to understand that I identify as trans-agender, which is a moving away from, and a refusal to identify with a gender. As a result of my medical and social transitions, I incurred countless microaggressions from within the institution. Needing a fresh start, I decided to move toward a different position at the University of Missouri Kansas City (UMKC), where I worked in Secondary Urban and English Education teaching undergraduate and graduate courses in urban teacher education, secondary methods, the teaching of reading, and the teacher of writing. During my time there, the University of Colorado, Boulder invited me for a position, which is where I then went to teach as a secondary Urban and English Education Literary specialist in the Curriculum and Instruction Program. I taught undergraduate and graduate courses in methods, linguistics for educators, and doctoral seminars with a focus on Urban teacher education. From Boulder, I left on a grant-funded research and teaching contracted position at New York University (NYU) where I served as Deputy Director of the Center for Research on Equity in Teacher Education for the Metropolitan Center for Research on Equity and the Transformation of Schools, and as a Research Professor in the Steinhardt School of Culture, Education, and Human Development. I was fortunate to work with individuals from across the campus who served students in myriad capacities while I was building a teacher education equity study to assess perspectives of equity in their teacher education and education leadership programs. Upon completion of the grant, I accepted the position as Faculty Associate, Associate Professor and Coordinator of the Master of Science, Dual Teacher Certification Program in Secondary English Education and English as a Second Language at The University of Wisconsin-Madison in the School of Education's Curriculum & Instruction, UWTeach program. I have now moved back to my claimed home in Santa Fe, New Mexico, and after some deep soul-searching, have made an "academic turn." I now work, truly on the ground, at our local Santa Fe Community College, where I am an Associate Professor of Teacher Education in the Teacher Academy. Our program works with undergraduate and graduate students across the state who are completing their teaching licensure.
I have continued to consult for the College Board all over the United States and conduct workshops for pre-and-experienced AP Literature and Composition teachers. I also present on my own research, provide tailored professional development and give keynotes on topics related to (1). Gender identity complexity across theory, pedagogy, curriculum and policy in pre-K- 12th and university contexts (2). Trans*+ and gender creative/expansive pre K-12th grade and university students, (3). LGBT*+IAGCQ topics (4). Teaching social justice and equity pedagogy in teacher education, (5). Anti-bullying and (6). Disrupting the school-to-prison pipeline.
I have a deep love for my cats, Ginsburg and Whiz and often learn about life from watching them. They have taught me about stillness and peace, and how important play is for the spirit. I love staying fit and enjoy biking, running, swimming, lifting and hiking in the mountains..
Of great importance to me through it all, is the building of intentional communities guided by intention, social justice, and love....
In 1998, I began doing professional development workshops for the College Board in New Mexico, Oklahoma, Texas, and Wyoming. I then became a table leader for the AP Lit and Comp reading (and have now read for 19 years). After many years of consulting, I decided it was time for me to pursue my Ph.D., at UNM in secondary English Education. While working on my doctorate and teaching at the University, I kept my high school classroom and completed my degree in 2005.
I then moved to Pittsburgh, Pennsylvania to teach at Indiana University of Pennsylvania (IUP) in the English Education program. I taught undergraduate and graduate courses in young adult literature, reading and writing methods, critical pedagogy, and popular culture for educators, and directed the Masters in English Education program. As I was moving in rank from Assistant to a tenured, Associate Professor, I socially and medically transitioned to appear male, while I simultaneously came to understand that I identify as trans-agender, which is a moving away from, and a refusal to identify with a gender. As a result of my medical and social transitions, I incurred countless microaggressions from within the institution. Needing a fresh start, I decided to move toward a different position at the University of Missouri Kansas City (UMKC), where I worked in Secondary Urban and English Education teaching undergraduate and graduate courses in urban teacher education, secondary methods, the teaching of reading, and the teacher of writing. During my time there, the University of Colorado, Boulder invited me for a position, which is where I then went to teach as a secondary Urban and English Education Literary specialist in the Curriculum and Instruction Program. I taught undergraduate and graduate courses in methods, linguistics for educators, and doctoral seminars with a focus on Urban teacher education. From Boulder, I left on a grant-funded research and teaching contracted position at New York University (NYU) where I served as Deputy Director of the Center for Research on Equity in Teacher Education for the Metropolitan Center for Research on Equity and the Transformation of Schools, and as a Research Professor in the Steinhardt School of Culture, Education, and Human Development. I was fortunate to work with individuals from across the campus who served students in myriad capacities while I was building a teacher education equity study to assess perspectives of equity in their teacher education and education leadership programs. Upon completion of the grant, I accepted the position as Faculty Associate, Associate Professor and Coordinator of the Master of Science, Dual Teacher Certification Program in Secondary English Education and English as a Second Language at The University of Wisconsin-Madison in the School of Education's Curriculum & Instruction, UWTeach program. I have now moved back to my claimed home in Santa Fe, New Mexico, and after some deep soul-searching, have made an "academic turn." I now work, truly on the ground, at our local Santa Fe Community College, where I am an Associate Professor of Teacher Education in the Teacher Academy. Our program works with undergraduate and graduate students across the state who are completing their teaching licensure.
I have continued to consult for the College Board all over the United States and conduct workshops for pre-and-experienced AP Literature and Composition teachers. I also present on my own research, provide tailored professional development and give keynotes on topics related to (1). Gender identity complexity across theory, pedagogy, curriculum and policy in pre-K- 12th and university contexts (2). Trans*+ and gender creative/expansive pre K-12th grade and university students, (3). LGBT*+IAGCQ topics (4). Teaching social justice and equity pedagogy in teacher education, (5). Anti-bullying and (6). Disrupting the school-to-prison pipeline.
I have a deep love for my cats, Ginsburg and Whiz and often learn about life from watching them. They have taught me about stillness and peace, and how important play is for the spirit. I love staying fit and enjoy biking, running, swimming, lifting and hiking in the mountains..
Of great importance to me through it all, is the building of intentional communities guided by intention, social justice, and love....
awards
- 2019 AERA Distinguished Contributions to Gender Equity in Education Research Award
- Distinguished Contributions to Gender Equity in Education Research Award recognizes individuals within AERA for distinguished research, professional practice, and activities that advance public understanding of gender and/or sexuality at any level in the education community
- 2018 Outstanding Book Award, Michigan Council Teachers of English
- Teaching, Affirming and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework
- 2017 Exemplary Research Award, American Educational Research Association, Division K, Teaching and Teacher Education
- 2015 Joanne Arnold Courage and Commitment Award
- For contributions to advocacy and education in the lives of LGBTQ people at the University of Colorado Boulder and beyond
- 2012 Essential Book for Professionals Who Serve Teens," by Voices of Youth Advocate Magazine Awarded
- 2008 Richard A. Meade Award from NCTE
- 2008 Best Book from International Writing Centers Association Scholarship Award
- Creative Approaches to Writing Center Work
- 2007 Most Outstanding English Education Advisor
- Indiana University of Pennsylvania 2007-08
- 2006 Excellence in Writing (2006 APEX: Awards for Publication Excellence) for issue of English Journal, for contribution of
- Shattering Images of Violence in Young Adult Literature: Strategies for the Classroom
- 2005 Kate and Paul Farmer Article of the Year Award from the English Journal
- Shattering Images of Violence in Young Adult Literature: Strategies for the Classroom
- 2004 PFLAG Honoring Diversity Award
- Santa Fe, NM
- 2001 Mayor’s Award
- For dedication to community service in Santa Fe, NM
- 2000 Human Right's Award
- Humanitarian and social justice award advocate for gay/lesbian/bisexual/transgender youth, Santa Fe, NM
- 2000 Most influential teacher
- Santa Fe High School
impactful quotes
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"Educational practice is never neutral and the university is hardly benign in its various spheres of influence (e.g., the corporate, scientific, and military sectors of society) or its need to perpetuate business, governmental, and social practices, however corrupt or antidemocratic." -Howard Zinn |
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"It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences." -Audre Lorde |
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"The Arc of the Moral Universe Is Long, but It Bends Toward Justice." -MLK |
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"A system cannot fail those it was never designed to protect." -W.E.B. DuBois |
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"I have been driven to my knees many times by the overwhelming conviction that I had no place else to go." - President Lincoln |
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"The world changes in direct proportion to the number of people willing to be honest about their lives." -Armistead Maupin |
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“If you have come here to help me, you are wasting your time. But if you have come because your liberation is bound up with mine, then let us work together.” -Lilla Watson |