• Miller, s. (2020). Gender Identity is trans-sectional turn: Expanding the theory of of trans*ness into literacy practice. In C. Mayo and M. Blackburn (Eds.), Queer, trans and intersectional theory in educational practice (pp. 35--49).New York: Routledge.

​

• Miller, s., Mayo, C., & Lugg, C.  (2019). Sex and gender in transition in US schools: Ways forward. In J. Gilbert & J. Sinclair-Palm (Eds.), Trans youth in education (pp. 25-39). New York: Routledge.

​

• 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. (2017). Language. In Embedding education for sustainable development: A guide for textbook authors (pp. 155-186). United Nations Educational, Scientific and Cultural Organization Mahatma Gandhi Institute of Education for Peace and Sustainable Development (UNESCO MGIEP).

 

• 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.

 

• Miller, s. (2015). Reading YAL queerly: A queer literacy framework for inviting (a)gender and (a)sexuality self-determination and justice. In D. Carlson and D. Linville (Eds.), Beyond borders: Queer eros and ethos (ethics) in LGBTQ young adult literature (pp. 153-180). New York: Peter Lang. ​

 

• Miller, s. (2015). Learning from equity audits: Powerful social justice in English education for the 21st Century. In L. Scherff & E. Morrelll (Eds.), New directions in teaching English: Reimagining teaching, teacher education, and research (pp. 107-120). New York: Rowman & Littlefield.

​

• Miller, s. (2014). Spatializing social justice research in English education. In C. Compton-Lilly and Erica Halverson (Eds.), Time and space in literacy research (pp.122-133). New York: Routledge.

 

• Miller, s. (2014).  Moving an anti-bullying stance into schools: Supporting the identities of transgender and gender variant youth. In S. Steinberg and A. Ibrahim (Eds.), Critical youth studies reader (pp. 161-171). New York: Peter Lang. 

 

• Miller, s. and Gilligan, J. (2014). Heteronormative harassment: Queer bullying and gender non-conforming students. In D. Carlson and E. Meyer, Handbook of gender and sexualities in education (pp. 217-229). New York: Peter Lang.

 

• Miller, s. (2014). Hungry like the wolf: Gender non-conformity in young adult literature. In C. Hill (Ed.). Coming of age: The literary merits of young adult literature (pp.55- 82). New York: Routledge.

 

• Miller. s. (2010). I Know I’m Not Me. New York: Teachers College Press.  Endorsement.

 

• Miller, s. (2009). (Dis)Embedding gender diversity in the preservice classroom. In S. Steinberg (Ed.), Diversity and multiculturalism: A reader (pp. 193-209). New York: Peter Lang.

​

• Miller, S. (2008). Reeinvisioning preservice teacher identity: Matrixing methodology. In J. Flood, S.B. Heath, and D. Lapp Eds.), Handbook of research on teaching Literacy through the visual and communicative arts, Volume II (pp. 151-159. New York: Lawrence Erlbaum Associates.

​

• Miller, S. (2008). ‘Literativity’: Reconceptualizing creative literacy learning. In S. Bruce, & K. Dvorak (Eds.), Creative approaches to writing center work (pp. 85-93). Hampton Press.

 

• Miller, S. (2006). SLAM! Genre for social activism. In S. Steinberg, P. Parmar, & B. Richard (Eds.), Contemporary youth culture: An international encyclopedia (pp. 493-504). Westport: Greenwood.