Amanda Miller (hf7098)

• 2019 Ph.D., Special Education, ACCESS Scholar, University of Kansas, Lawrence, KS

• 2007 M.Ed., Special Education, SKIES Scholar, Northern Arizona University, Flagstaff, AZ

• 2000 B.A., Elementary Education, Life Science Concentration, Gustavus Adolphus College, St. Peter, MN

I am an assistant professor and critical educator in the Teacher Education Division. I engage in research, teaching, and service related to equity, justice, and access in education.

• https://amandalynnmiller.weebly.com
• https://www.researchgate.net/profile/Amanda-Miller-24
• https://wayne.academia.edu/AmandaMiller

Office hours: By appointment

Office location: 285 Education Building

• Critical, Participatory Qualitative Inquiry
• Youth Perspectives
• Accessible Inclusive Education (K-12)
• Family-School-Community Partnerships

• How do institutions respond to difference in ways that impact multiply-marginalized youth, particularly girls of color with complex support needs in middle and high school?

• How do current and future teachers cultivate pedagogy grounded in educational equity, justice, and liberation for multiply-marginalized youth with complex support needs?

• How are trusting, reciprocal, and transformative family-school-community partnerships with multiply-marginalized families developed and maintained?

SELECT AWARDS (since 2022)

• 2023 Nominated, Andrew Carnegie Fellows Program, Carnegie Corporation of New York, New York City, NY

• 2023 Nominated, Early Career Researchers Award, TASH, Washington, D.C.
   
• 2023 Awarded, Faculty Community Engagement Scholarship Award, College of Education, Wayne State University, Detroit, MI

• 2023 Awarded, Faculty Research Innovation Award, College of Education, Wayne State University, Detroit, MI
   
• 2022 Nominated, Wayne State University Academy of Scholars’ Junior Faculty Award, Wayne State University, Detroit, MI

• 2022 Nominated, College of Education Faculty Scholarship Award, Wayne State University, Detroit, MI

• 2022 Nominated, Innovations in Research on Equity and Social Justice in Teacher Education Award, Division K, American Educational Research Association

SELECT COMPLETED GRANTS (since Winter 2022)

2023 – 2024 Co-Principal Investigator. Co-designing disability-centered culturally sustaining pedagogies with community activists and youth scholars. San José State University Multi-Institutional Level Up Grant. ($30,000). Saili Kulkarni, PI; Emily Nusbaum, Co-PI.

Summer/Fall 2023 Co-Principal Investigator. CyCLE: Collaboratively co-designed literacy experiences. OVPR and College of Education. ($8,000). Christine Hancock, PI; Poonam Arya, Co-PI.

2022 – 2023 Co-Principal Investigator. CyCLE: Collaboratively co-designed literacy experiences. Wayne State University Social Sciences Research Support Program 2022 – OVPR. ($10,000). Christine Hancock, PI; Poonam Arya, Co-PI.

2022 – 2023 Principal Investigator. Project REIMAGINE: Centering the experiences of girls of color with intellectual and developmental disabilities in redesigning and reconstructing educational systems. Wayne State University – University Research Grant Program 2021. ($10,000).

Winter 2022 Principal Investigator. (Re)imagining teacher preparation during a global pandemic using disability-centered culturally sustaining pedagogies. Funded by Michigan Developmental Disabilities Institute (Administration for Community Living – US HHS), Detroit, MI. ($25,000). Saili Kulkarni, Co-PI; Emily Nusbaum, Co-PI.

SELECT REFEREED NATIONAL AND INTERNATIONAL CONFERENCE PRESENTATIONS (since 2022)

Miller, A. L. (2024, April). Using sociospatial methods for critical reflection and transformation with general education and special education teachers. Paper presentation at the 2024 AERA Annual Meeting. Philadelphia, PA.

Mansouri M. C., & Miller, A. L. (2023, November). Contextual considerations: Teachers’ strategies for supporting inclusive practices for students with complex support needs. Paper presentation at the 2023 DADD Annual Conference. Honolulu, HI.

Mansouri M. C., Miller, A. L., Kurth, J. A., & Morningstar, M. E. (2023, November). Promoting inclusive practices: Insights from teacher candidates' agentic moves. Paper presentation at the 2023 TASH Annual Conference. Baltimore, MD.

Mansouri M. C., Kurth, J. A., & Miller, A. L. (2023, November). Equitable access for all: A comprehensive guide to addressing text complexity of grade-level content. Paper presentation at the 2023 TASH Annual Conference. Baltimore, MD.

Kulkarni, S., Miller, A. L., Nusbaum, E. A., Pearson, H., & Brown, L. X. Z. (2023, April). Toward disability-centered culturally sustaining pedagogies in teacher education. AERA 2023 symposium presentation Division K: Teaching and Teacher Education on Challenging Dysconscious Ableism (Organizers: Molly Siuty & Margaret Beneke).

Miller, A. L., Mansouri, M. K., Ruhter, L. C., Andreoli, M., Kurth, J. A., & Morningstar, M. E. (2023, April). How the interconnectedness of systemic ableism and teacher candidates’ agentic moves shape inclusive education. AERA 2023 paper presentation Disability Studies in Education Special Interest Group.

Miller, A. L., Nusbaum, E. A., & Kulkarni, S. (2023, April). (Re)centering knowledge: Teacher candidates learning from disabled activists and community scholars of color. AERA 2023 paper presentation Division K: In-Service Teacher Knowledge and Learning.

Wilson, A. L., Bradley, H. L., Reynolds, A., D., Edwards, E. B., & Miller, A. L. (2023, April). Black girl led research: Centering Black girls in transforming schools. AERA 2023 paper presentation Critical Educators for Social Justice Special Interest Group.

Wilson, A. L., Bradley, H. L., Reynolds, A., D., Edwards, E. B., & Miller, A. L. (2022, May). Black girls shape the research world. Paper presentation at the 2022 International Congress of Qualitative Inquiry Annual Meeting.

Miller, A. L. (2022, April). Beyond talk: Reimagining education for disabled girls of color through an intersectional discursive lens. Paper presentation at the 2022 American Educational Research Association Annual Meeting.

Miller, A. L., & Pearson, H. (2022, April). The methodological possibilities of photovoice and mapping grounded in an intersectional sociospatial lens. Division G symposium presentation at the 2022 American Educational Research Association Annual Meeting.

SELECT INVITED NATIONAL AND INTERNATIONAL CONFERENCE PRESENTATIONS (since 2022)

Miller, A. L., Best, M., & Nellis, T. (2023, November). Collaborating with people with disabilities in research and teaching. Invited panel presentation at the 2023 TASH Annual Conference. Baltimore, MD.

Kulkarni, S. S., Miller, A. L., & Nusbaum, E. A. (2022, April). (Re)imagining teacher preparation during a global pandemic using disability-centered culturally sustaining pedagogies. Invited speaker session for Division K at the 2022 American Educational Research Association Annual Meeting.

SELECT INVITED REGIONAL AND LOCAL CONFERENCE PRESENTATIONS (since 2022)

Wilson, A. L., Bradley, H. L., Reynolds, A., D., Edwards, E. B., & Miller, A. L. (2023, March). Black girls shape the research world. Invited paper presentation at the 2023 CREATE Center’s Youth-Engaged Research Symposium. University of Michigan. Ann Arbor, MI.

SELECT REFEREED JOURNAL ARTICLES (since 2022)

Miller, A. L., & Pearson, H. (2024). Unearthing and reconstructing schooling with multiply-marginalized disabled students through an intersectional sociospatial lens. Race Ethnicity and Education. Advance online publication. https://doi.org/10.1080/13613324.2024.2386940

Miller, A. L. (2024). Intersectionality in U.S. educational research: Visibilizing the historically excluded and under-recognized experiences of disabled girls of color. Educational Review special issue titled “A re-view of educational inequalities,” 76(1), 166-180. https://doi.org/10.1080/00131911.2022.2163377

Brown, L. X. Z., Dickens, B., Gray-Garcia, T., Kulkarni, S. S., McLeod, L., Miller, A. L., Nusbaum, E. A., & Pearson, H. (2023). (Re)centering the knowledge of disabled activists, poverty scholars, and community scholars of color to transform education. Disability Studies Quarterly special issue titled “Origins, objects, orientations: Towards a racial history of disability,” 43(1), https://doi.org/10.18061/dsq.v43i1.9693 

Kulkarni, S. S., Miller, A. L., Nusbaum, E. A., Pearson, H., & Brown, L. X. Z. (2023). Toward disability-centered, culturally sustaining pedagogies in teacher education. Critical Studies in Education, 65(2), 107-127. https://doi.org/10.1080/17508487.2023.2234952

Miller, A. L. (2023). Disabled girls of color excavate exclusionary literacy practices and generate promising sociospatial-textual solutions. International Journal of Qualitative Studies in Education special issue titled “Teaching for inclusion: Complexifying practice with critical disability studies,” 36(2), 247-270. https://doi.org/10.1080/09518398.2020.1828649

Miller, A. L. (2022). Reconceptualizing education grounded in the multimodal discourses of girls of color labeled with significant cognitive disabilities. Special section titled “Diversity, equity, and inclusion.” Research and Practice for Persons with Severe Disabilities, 47(3), 158-175. https://doi.org/10.1177/15407969221119848

Miller, A. L., & Chun, M. (2022). Perspectives of college students labeled with intellectual disability on the moving in and through phases of transition. Disability Studies Quarterly, 42(1), https://doi.org/10.18061/dsq.v42i1.7516

Miller, A. L., Frye, D., Green, T., Mitchell, C., Garcia, G., Huereña, J., Moore, T., & Turnage, V. (2022). (Re)defining their place at the table: Frank discussions by adults with disabilities on contemporary self-advocacy. Journal of Applied Research in Intellectual Disabilities, 35(3), 777-788. https://doi.org/10.1111/jar.12981

Miller, A. L., & Kurth, J. A. (2022). Photovoice research with disabled girls of color: Exposing how schools (re)produce inequities through school geographies and learning tools. Disability & Society, 37(8), 1362-1390. https://doi.org/10.1080/09687599.2021.1881883

SELECT BOOK CHAPTERS (since 2022)

Miller, A. L. (2024). Excavating solutions to sociospatial-textual injustices with girls of color with disabilities in middle school and high school in the United States. In K. Bishop & K. Dimoulias (Eds.), The Routledge handbook on the influence of built environments on diverse childhoods (pp. 255-272). Routledge.

Miller, A. L., Stinson, C., & Timberlake, M. T. (2023). Grappling with the tensions: Cultivating justice-oriented praxis through collaborative autoethnographic poetry. In D. I. Hernández-Saca, C. Kramarczuk Voulgarides, & H. Pearson (Eds.), Understanding the boundaries between disability studies and special education through consilience, self-study, and radical love (pp. 235-259). Lexington Books.

Miller, A. L., Nyegenye, S. N, & Mostafa-Shoukry, F. R. (2022). Disrupting dominant modes of expression: Illuminating the strengths and gifts of two disabled girls of color. In S. A. Annamma, B. A. Ferri, & D. J. Connor (Eds.), DisCrit expanded: Inquiries, reverberations & ruptures (pp. 45-61). Teachers College Press.
 

Winter 2024

SED 6060 - Teaching Students with Movement and Sensory Differences