Book Chapters

• Miller, s. (2022). What do you ‘meme’ by that? A gender identity complexity turn in practice and praxis. In T. Chapman and N. Hobbel (Eds.), Social Justice across the curriculum: The practice of freedom (2^nd ed.) (pp. 311-329). New York: Routledge.

• Miller, s. (2022). Trans*ing pedagogy: Recognition of trans* and gender creative youth in the secondary ELA classroom. In D. Hucks, Y. Sealey-Ruiz, V.  Showunmi,  S.C. Carothers, and C. Lewis, (Eds.), Purposeful teaching and learning in diverse contexts:  Implications for education for access, equity and achievement (pp. 59-69). New York: Information Age Publishing.

• 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. (2019). The impact and role of emotions in schools for teachers and students with complex gender identities. Teachers College Record, 121 (13) Retrieved from https://journals.sagepub.com/doi/abs/10.1177/016146811912101307 

• 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. (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.