peer reviewed (SEE BELOW: journals and policy briefS

Book Series Editor:

• Spaces In-between: Beyond Binary Gender Identities and Sexualities, Teachers College Press: Click here for more information
• Social Justice Across Contexts in Education co-editor with Les Burns, Peter Lang: Click here for the CFM

Column Editor, English Journal "Beyond Binary Gender Identities"

---

Select journal articles - refereed/peer reviewed invited

You can find copies of most of my articles on Academia.edu and Google Scholar

• Miller, s. (2020). Gender identity complexities turn. GLQ: A Journal of Lesbian and Gay Studies, 26(2), 239-242.
  
  
• Miller, s. (2019). The impact and role of emotions in schools for teachers and students with complex gender identities. Teachers College Record. Retrieved from https://www.tcrecord.org/Content.asp?ContentId=22988

• Miller, s. (2018). Reframing schooling to liberate gender identity. Multicultural Perspectives, 20(2), 70-80.

• Poteat, P.V., Calzo. P.J., Yoshikawa, H., Miller, s., Ceccolini, C., Rosenbach, S., & Mauceri, N. (2018). Discussing transgender topics within gay-straight alliances: Factors that could promote more frequent conversations. International Journal of Transgenderism. Accessed from https://doi.org/10.1080/15532739.2017.1407983

• Miller, s. (2018). Embedding the complexities of gender identity through a pedagogy of refusal: Learning the body as literacy alongside our students. Ann Arbor, MI: TeachingWorks, University of Michigan School of Education.  Click here to access TeachingWorks.

• Miller, s., Mayo, C.. & Lugg, C. (2017). Sex and Gender in Transition in US Schools: Ways Forward. Sex Education. Accessed from http://dx.doi.org/10.1080/14681811.2017.1415204.

• Mahatma Gandhi Institute of Education for Peace and Sustainable Development. (2018). Rethinking schooling for the 21st Century. The state of education for peace, sustainable development and global citizenship in Asia. UNESCO MGIEP.

• 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). The CEE commission for social justice: A history of Its realization 2003-2010. Retrieved from https://justice.education/history-of-the-commission/

 

• 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. (Guest Ed.) (2015). Labeling “GIFTED” or “SPECIAL”: Perpetuating the mis-measure of students. English Journal, (105), 1.

 

• 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. (2013). AP Gatekeeping: Exploring the myths of using YAL in an AP English classroom. Alan Review, 40(2), 79-84.

• 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. (2012). Power + wealth + structural reinforcement of the norm = Myth of poverty. Commissioned Essay, AERA. 

​

• 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.  
  • WINNER OF THE PAUL AND KATE FARMER AWARD FROM the ENGLISH JOURNAL- Article of the Year, 2005

 

• 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

• Amicus brief, Bostock v. Clayton Cty., Ga. and Altitude Express Inc. v. Zarda, U.S. Supreme Ct., Nos. 17-1618, 17-1623 (July 3, 2019). Consultant.
• Amicus brief, R.G. & G.R. Harris Funeral Homes Inc. v. EEOC, U.S. Supreme Ct., No. 18-107 (July 3, 2019). Consultant.

• National Council Teachers of English. (2018). NCTE statement on gender and language. Urbana: IL.
  • ​​​The guide for using Gender and Language Fair Use for the field of the English language arts has been revised to now include a wide range of understandings about how to appropriately honor, and write grammatically, using gender and language identifiers and lack thereof, across cultural and linguistic backgrounds.
    • What does this mean? If you are publishing/writing in the field of English Language Arts and/or teaching in the ELA/English Education, these are the expected guidelines to use--- 

• 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.