Books by sj Miller
Navigating Trans and Complex Gender Identities
Navigating Trans and Complex Gender Identities, 2019
about Gender Identity Justice in Schools and Communities
about Gender Identity Justice in Schools and Communities, 2019
Miller, s. (Ed.). (2018). Enseñando, afirmando, y reconociendo a jóvenes trans* y de género creativo Un marco de enseñanza queer
Embedding education for sustainable development: A guide for textbook authors
Educators Queering Academia: Critical Memoirs
Teaching, Affirming, and Recognizing Trans and Gender Creative Youth: A Queer Literacy Framework
Generation BULLIED 2.0: Prevention and intervention strategies for our most vulnerable students. New York: Peter Lang.
Narratives of Social Justice Teaching: How English Teachers Negotiate Theory and Practice Between Preservice and Inservice Space
Change Matters: Critical Essays on Moving Social Justice Research from Theory to Policy
Unpacking the Loaded Teacher Matrix: Negotiating Space and Time Between University and Secondary English Classrooms
Book Series by sj Miller
Queering Teacher Education Across Contexts aims to critically interrogate, disrupt, and make visi... more Queering Teacher Education Across Contexts aims to critically interrogate, disrupt, and make visible longstanding realities facing a continuum of genders and sexualities in teacher education. Over a broad range of topics and themes, the series showcases work across different contexts of queering teacher education including, but not limited to-pre-K-16 academic levels, pre-service and in-service teacher education writ large, and higher education. The series is multi-genre and transdisciplinary in scope, welcoming a variety of types of book projects-e.g., original research monographs, textbooks, prose/poetry, artwork, and beyond. Open to any number or combination of theoretical perspectives and methodological approaches, the series offers scholars, educators, artists, and activists a home for publishing the most compelling and innovative work emerging internationally at the intersection of queer studies and teacher education.
Social Justice Across Contexts in Education addresses how teaching for social justice, broadly de... more Social Justice Across Contexts in Education addresses how teaching for social justice, broadly defined, mediates and disrupts systemic and structural inequities across early childhood, K-12 and postsecondary disciplinary, interdisciplinary and/or transdisciplinary educational contexts. This series includes books exploring how theory informs sustainable pedagogies for social justice curriculum and instruction, and how research, methodology, and assessment can inform equitable and responsive teaching. The series constructs, advances, and supports socially just policies and practices for all individuals and groups across the spectrum of our society's education system.
Guest Journal Editor of English Journal by sj Miller
Labeling “GIFTED” or “SPECIAL”: Perpetuating the Mis-measure of Students
English Journal
Peer reviewed articles and book chapters by sj Miller
B. Guzzetti. JD, Bean, & T. Bean (Eds.), Literacies, sexualities, and gender: Understanding identities from preschool to adulthood, 2018
People in the United States are born into a culture still fastened to historical policing of gend... more People in the United States are born into a culture still fastened to historical policing of gender and gender identities. While social and political movements have helped galvanize and afford some material, social, and economic gains about gender and gender identities, schools and many other institutions providing youth services remain as inheritors of gender norms and their subsequent attributions. Unfortunately, such changes have yet to be systemically addressed and rooted across or studied over time. Such gaps have left educators and those working with youth ill-prepared and ill-equipped to sufficiently address gender identity topics through coursework, curriculum, and pedagogy (Kosciw, Greytak, Diaz, & Bartkiewicz, 2016; Miller, 2016a. Schools have become a type of prison that mirror social, cultural, and economic modes of reproduction. Seen in this way, some bodies are instantiated with multiple forms of cultural capital or social currency while others have diminished capital. Specifically, some youth are vulnerable to experiencing gender identity insecurities that manifest as disproportionate rates of bullying, dropping out, truancy, lowered grade point averages (GPAs), mental health and substance issues ; pushout into the juvenile processing system ; homelessness presence in foster care and/or group homes; and suicidal ideation. The numbers of these incidents are much higher for youth of color . In addition, suspensions result in exclusion from classroom instruction and the school community. When these students are not present in school, everyone has diminished opportunities to learn and grow. These microaggressions and forms of gender identity-based violence could be disrupted if the schooling system and other youth-serving agencies were to embrace policies and procedures that shifted beliefs and practices about gender identity. Recognizing the
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, 2019
Teachers College Record, 2019
Persons who have complex gender identities are among the most under-researched, undertheorized, a... more Persons who have complex gender identities are among the most under-researched, undertheorized, and least understood populations in schools. Such persons are also the most vulnerable to experiencing various forms of violence. While interventions to support persons with complex gender identities are becoming increasingly evident in schools, scant attention has been paid to the role of emotion as a mechanism for supporting such youths' learning. Since bodily and emotional responses cannot be generalized to all experiences, the responses of others who are not attuned to the experiences of persons with complex gender identities compel such youth to expend debilitating emotional labor.
Social Justice across the curriculum: The practice of freedom, 2022
This chapter recognizes the enormous power that can arise for classroom-based engagement when stu... more This chapter recognizes the enormous power that can arise for classroom-based engagement when students with complex gender identities are positively affirmed through pedagogy and praxis. The space between in-and-out of school learning is diminished as teachers integrate the lived discoursed and bodily experiences of student with complex gender identities. Amplified opportunities for learning are expanded when teachers reset their understandings for shifts in literacies. This is referred to as a Gender Identity Complexity Turn (Miller, forthcoming), a turn that does not do away with binary understandings of gender, or gender identity, but complicates them with inclusive-for-all practices. A particular practice of complicating the binary occurred in a middle and high school photography class. For these classes, students created memes that critiqued the gender binary and participated in a school-wide gender identity equity audit. Students with complex gender identities are agents of, and for, literacy learning (Miller, , 2019, forthcoming a, b, in press, forthcoming a, b, in press). The agentive-power that can arise for classroom and school-based engagement when students with complex gender identities are positively affirmed through pedagogy and praxis is nothing less than prodigious. When their identities are centered and integrated, along with, not as additive, their peers, students-and educational stakeholders---are posited to benefit in myriad ways. As space diminishes between in-and-out of school learning, the integrating, or folding in of their lived discoursed and bodily experiences amplify opportunities for learning. Many challenges with such complex moves are not relegated to these students, nor should they be encumbered by or held responsible for those around them to understand and develop the strategies and tools for "them" to be engaged or to have opportunities for academic and social success; rather, it is the larger school system's responsibility to learn, understand, hold, apply, and sustain changes that embrace and envelope these students. The points of inquiry that guide and support a leaning into these challenges include: How can literacy-generated processes become embedded in and across schooling practices? How do we do this work? And, how can
Queer, trans and intersectional theory in educational practice. Cris Mayo and Molly Blackburn Eds., 2020
Expanding the Theory of Trans* + ness into Literacy Practice sj Miller In the U.S., people are bo... more Expanding the Theory of Trans* + ness into Literacy Practice sj Miller In the U.S., people are born into a culture still fastened to a historical policing of gender and gender identities. Certainly, while social and political movements have helped galvanize and afford some level of material, social, and economic gains about gender and gender identities, schools remain as inheritors of gender norms and their subsequent attributions . Unfortunately, such changes are rooted across or studied over time in teacher education and classroom practice and are yet to be systematically addressed. Such gaps have left educators and key educational stakeholders ill-prepared and ill-equipped to sufficiently address gender identity topics through policy, coursework,
about Gender Identity Justice in School and Communities, 2019
These resources are from my book: about Gender Identity Justice in School and Communities. They a... more These resources are from my book: about Gender Identity Justice in School and Communities. They are for use but if used, you must cite them from my book
about Gender Identity Justice in Schools and Communities, 2019
Gender Identity Complexities Framework (GICF), a framework guided by axioms, with principles and ... more Gender Identity Complexities Framework (GICF), a framework guided by axioms, with principles and commitments is a tool produced for educators to guide, both themselves and students, to experience gender identity self-determination and usher in gender identity justice. Ultimately, stakeholders who practice this framework have increased capacities to shift mindsets and physical environments and lead to new way of thinking about and playing with inventing language.
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Books by sj Miller
Book Series by sj Miller
Guest Journal Editor of English Journal by sj Miller
Peer reviewed articles and book chapters by sj Miller