.You can find copies of most of my articles on Academia.edu
Co-Editor for new series with Peter Lang Publishers:
Queering Teacher Education Across Contexts with Cris Mayo, David Carlson, Stephanie Troutman and Nelson Rodriguez: Click here for CFM
Social Justice Across Contexts in Education. with Les Burns: Click here for the CFM
Guest Editor for English Journal
Miller, s. (Guest Ed.) (2015). Labeling “GIFTED” or “SPECIAL”: Perpetuating the mis-measure of students. English Journal, (105), 1.
Select Journal Articles- Refereed/Peer Reviewed Invited
Burns, L., & Miller, s. (2017). Social justice policymaking in teacher education from conception to application: Realizing Standard VI. Teachers College Record, 119 (2), 1-38.
Miller, s. (2017). LGBTQ tolerance and identity collection for teachers. PBS: LearningMedia. Retrieved from https://ny.pbslearningmedia.org/collection/lgbtq-identity/#.WTBDzcbMz-Z
Miller, s. (2016). Trans*+ing classrooms: The pedagogy of refusal as mediator for learning. Social Sciences, 5(34), 1-17.
Miller, s. (2016). Ubuntu: Calling in the field. English Education, 48(3), 192-200.
Conference on English Education. (2016). Resolution for Dismantling the School-to-Prison Pipeline. NCTE. Retrieved from http://www.ncte.org/positions/statements/school-to-prison
Miller, s. (2015). A queer literacy framework promoting (a)gender and (a)sexuality self-determination and justice. GALA Journal, 21(1), 31-42.
Miller, s. (2015). Why schooling must move into a trans*/post-trans* era. Journal of Language and Literacy Education. Retrieved from http://jolle.coe.uga.edu/scholars-speak-out/
Miller, s. (2015). A queer literacy framework promoting (a)gender and (a)sexuality self-determination and justice. English Journal, 104(5), 37-44.
Miller, s. & Burns, L. (2015). Standard VI: Realizing social justice dispositions in teaching and teacher education. Scholar-Practitioner Quarterly, 9(3-4), 268-296
Miller, s. (2014). English is “Not just about teaching semi-colons and Steinbeck”: Instantiating dispositions for socio-spatial justice in English Education. Scholar-Practitioner Quarterly 8(3), 212-240.
Alsup, J., & Miller, s. (2014). Reclaiming English education: Rooting social justice in dispositions. English Education, 46(3), 195-215.
Miller, s. (2014). Cultivating a disposition for sociospatial justice in English teacher preparation. Teacher Education and Practice, 27(1), 44-74.
Miller, s. (2014). Text complexity and “comparable literary merit” in young adult literature. Alan Review 41(2), 44-55.
Miller, s. (2013). Losing and gaining a self: Affirming the body, mind and spirits of transgender youth. Educational Leadership Quarterly, 35(3), 12-13.
Miller, s. (2012). Flawed visions of democracy in the United States: Influences on current critical social justice research. Journal of Curriculum Theorizing, 28(2), 92-103.
Miller, s. (2013). Power + wealth + structural reinforcement of the norm = Myth of poverty. Commissioned Essay, AERA. go to this link to listen:
Miller, s. (2012). Mythology of the norm: Disrupting the culture of bullying in schools. English Journal, 101(6), 107-109.
Miller, s., Bieler, D., Bolf-Beliveau, L., Charest, B., George, M.A., King, J., & Williamson, P. (2011). Applying the CEE Position Statement Beliefs about Social Justice in English Education to Classroom Praxis. English Education, 44 (1), 63-82.
Miller, s. (2011). Demythologizing “Real” ity TV: Critical implications for a new literacy. International Journal of Critical Pedagogy, 3 (3), 135-152.
Conference on English Education Commission on Social Justice. (2010). Resolution on Social Justice in Literacy Education. NCTE. Orlando: FL.
Conference on English Education Commission on Social Justice. (2009). CEE position statement: Beliefs about social justice in English education. First Biennial CEE Conference. Chicago: CEE.
Miller, s., & Slifkin, J. (2010). “Similar literary quality”: Demystifying the AP English Literature and Composition open question." Alan Review, 37(2), 6-16.
Miller, s. (2008). Liberating grades/liberatory assessment. International Journal of Critical Pedagogy,1(2). 160-171.
Miller, s. (2008). “Speaking” the walk: “Speaking” the talk: Embodying critical pedagogy to teach young adult literature. English Education, 40(2), 145-154.
Miller, s. (2007). Foregrounding preservice teacher identity in teacher education. Teacher Education & Practice, 19(2), 164-185.
Miller, S. (2005). Shattering images of violence in young adult literature: Strategies for the classroom. English Journal, 94(5), 87-93. Miller, S. (2005). Students as agents in classroom change: The power of cultivating positive expectations. Journal of Adolescent & Literacy, 48(7), 540-546.
Miller, S. (2004). SLAM! poetry as a genre for social activism: Empowering discourses during troubling times- how to teach, assess and construct SLAM in the secondary classroom. The Utah English Journal, 32, 24-36.
Policy Briefs
Miller, s. (2017). Why (a)gender identity matters now, more than ever: Perspectives during a Trump Era. New York: Metropolitan Center for Research on Equity and the Transformation of Schools: New York University.
