Sj Miller

Santa Fe Community College

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 iden...

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...

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,

https://www.bloomsbury.com/us/navigating-trans-and-complex-gender-identities-9781350061057/

The following changes are done in the book.

Persons who have complex gender identities are among the most under-researched, under-theorized, 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 a...

Gender and gender identity are policed by the social environment in myriad ways. For those who challenge normative binaries, they can be positioned to experience different forms of violence. Though mindsets, social movements, and changes in policies have spurred material, social, and economic gains for those who challenge expectations of gender ide...

Background: Gay-straight alliances (GSAs) have potential to facilitate conversations on transgender and gender-diversity issues among members. We examined how frequently GSA members discussed transgender and gender-diversity topics within GSAs, whether GSAs varied from one another in the extent to which these conversations occurred, and identified...

This paper examines the current state of law and policy in relation to US transgender youth and their lived experiences. We approach this from different disciplinary backgrounds, identities, and ways of writing terms related to gender identity. We begin with an examination of the current legal climate in the USA and explore how students have pushed...

Background/Context This article describes the fundamental role of social justice in public education and professional teacher education. Purpose The purpose of this policy analysis is to explicate the theorizing, conceptualization, formalization, and implementation of the first standard for social justice teaching and teacher education in U.S. his...

This chapter introduces a framework for engaging literacy “queerly” by introducing a queer literacy framework (QLF). The QLF concomitantly pivots adolescence/ts toward (a)gender and (a)sexuality self-determination in order to promote a continuum for (a)gender and (a)sexuality justice. The QLF illustrates ten key principles for a queer literacy fram...

Gender and sexuality norms, conscribed under cis/heteropatriarchy, have established violent and unstable social and educational climates for the millennial generation of lesbian, gay, bisexual, transgender, intersex, agender/asexual, gender creative, and questioning youth. While strides have been made to make schools more supportive and queer inclu...

In their first editorial, new editors Tara Star Johnson and sj Miller discuss their scholarly backgrounds and their plans for the journal, which include a call for work demonstrating diverse perspectives and multidisciplinary approaches.

Through personal narratives, sj Miller and Ellie Haberl look at the causes and implications of categorizing students and discuss ways in which teachers and schools can provide opportunities for all learners.

While LGBT*IAGCQM students feel safer at school than ever before, the author advocates for a queer literacy framework to facilitate a new reading and legitimacy of (a)gender and (a)sexuality in the self and others.

This article addresses the importance of foregrounding social justice in teaching and assessing dispositions for preservice teachers in secondary English language arts. We provide a historical overview of dispositions and their politicization, and we address NCATE’s removal of social justice and its impending return. We conclude with possibilities...

“Speaking My Mind” invites readers to speak out about controversial issues relevant to the teaching of English language arts.

The authors provide a fresh look at the CEE position statement on social justice in English education by articulating how social justice education works in their disparate settings.