Miller, s. (2018). (Dis)Embedding gender diversity in the preservice classroom. In S. Steinberg & J. Kincheloe (Eds.), Classroom teaching: An introduction (2nd ed.)(pp. 165-179). New York: Peter Lang.
Miller, s. (forthcoming). The impact and role of emotions in schools for teachers and students with complex gender identities. In M.L. Gomez and A.J. Lachuk (Eds.), Teachers college record yearbook (pp. ). New York: Teachers College Record.
Miller, s. (2019) Trans*+and gender identity diverse students’ right to use a Bathroom: Debating human dignity. In M. Levinson and J. Fay (Eds.), Democratic discord in schools: Cases and commentaries in educational ethics (pp. 191-194.). Cambridge, MA: Harvard Press.
Miller, s. (2018). Embedding the complexities of gender identity through a pedagogy of refusal: Learning the body as literacy alongside youth. B. Guzzetti. JD, Bean, & T. Bean (Eds.). Literacies, sexualities, and gender: Understanding identities from preschool to adulthood (pp. 128-140). New York: Routledge.
Miller, s. (2018). Gender identityWOKE: A theory of trans*+for animating literacy practices. In D. Alvermann, NJ Unrau, M. Sailors and R. Ruddell (Eds), Theoretical models and processes of literacy edition 7 (pp. 403-418). New York: Routledge.
Miller, s. (forthcoming).Trans*ing pedagogy: Recognition oftrans* and gender creative youth in the secondary ELA classroom. In S.C. Carothers, D. Hucks, C. Lewis, V. Showunmi, and Y. Sealey-Ruiz (Eds.), Purposeful teaching and learning in diverse contexts: Education for access, equity and achievement (pp. XX-XX).
Miller, s. (2016). Queer literacy framework. In N. Rodriguez, W. Martino, J. Ingrey, and E. Brockenbrough (Eds.), Critical concepts in queer studies and education: An international guide for the 21st century (pp. 259-272). New York: Palgrave MacMillan.