Dr. Erin Miller is an Assistant Professor of Language and Diversity in the Reading and Elementary Education Department. She teaches undergraduate courses in elementary language arts methods and diversity in urban education. Miller's special areas of interests are early literacy, anti-racist teaching pedagogies, critical whiteness studies, white teacher identities and ethnographic methodologies. She is currently serving as chair of the Early Childhood Education Assembly of the National Council of Teachers of English and investigating signs and symbols of whiteness with elementary aged children.Research Interests:
critical whiteness studies
white teacher identities
Ph.D. - University of South Carolina
M.A.T. - University of South Carolina
B.A. - Emory University
The Early Childhood Assembly of the National Council of Teachers of English (NCTE): Professional Dyads and Culturally Relevant Teaching (PDCRT)
A national project designed to create a space within NCTE for supporting early childhood educators of color and educators who teach children of color in developing, evaluating, and disseminating culturally relevant literacy practices in pre-k through third grade classrooms.
Pre-Service Teacher’s Preparedness to Teach African American Boys: The Impact of an Urban Collaboration on the Development of Afro-Centered Cultural Knowledge in an Elementary Education Program
The primary purpose of this research is to develop a focused unit of instruction on educating African American males within two sections of a course entitled Multicultural Education: Modifying Instruction for Urban Learners (ELED 4292) that is currently taught in the Reading and Elementary Education Department (REEL) of the College of Education at UNCC.
Whiteness, discourse, and early childhood: An ethnographic study of three young children’s construction of race in home and community settings
This project was a one year ethnographic study looking at how race is constructed during the early years by examining the lives of three young white children in order to identify and examine racialized discourses in their worlds.
The Urban Cohort
This was a one year collaborative project in an Early Childhood Education teacher education program that aimed to recruit and teach students interested in centering their pre-service teacher education program on issues of equity in education.
Language Arts for the Elementary School Learner
Multicultural Education: Modifying Instruction for Urban Learners
Dr. Miller is currently working in collaboration with United Community School in Charlotte, N.C. to explore critical literacy practices with elementary aged learners. She also co-directs America Reads with Dr. Bruce Taylor. America Reads is a federal work study program that places college student tutors in local elementary school to work 1-1 with children around areas of literacy.
Awards & Honors:
2016 UNC Instructional Innovation Incubator Program Fellow, 2016
2015 Race as the Benu: A reborn consciousness for teachers of our youngest children (Miller, 2015) chosen as a Feature Article in Journal of Curriculum Theorizing
2015 Discourses of Whiteness and Blackness: An Ethnographic Study of Three Children Learning to be White (Miller, 2015) chosen for Key Research Collection in Critical Race Theory in Education, Taylor and Francis Online.
2013 American Educational Research Association (AERA)
Critical Perspectives on Early Childhood SIG
Outstanding Dissertation Award
2013 Co-winner of the Taylor & Francis Distinguished Article of the Year for 2012 in the Journal of Early Childhood Teacher Education.
2011 Featured on NCATE’s Blue Ribbon Panel Report - Stories from the Field: Transforming Teacher Education through Clinical Practice: A National Strategy to Prepare Effective Teachers [pdf]: http://ncate.ed.sc.edu/index.htm
2010 Mortar Board Honor Society Excellence in Teaching Award - University of South Carolina
Miller, E. (in press). From Being to Becoming: The Racialization of White Women. In & Hancock, S. & Warren, C. (Eds). White Woman’s Work: Examining the Intersectionality of Cultural Norms, Teaching, and Identity Formation in Urban Schools. Scottsdale, AZ: Information Age Publishing
Miller, E. (2016). Multiple Pathways to Whiteness: White Teachers’ Unsteady Racial Identities. Early Years: An International Research Journal DOI: 10.1080/09575146.2016.1223022
Wood, K., Kissel, B. & Miller, E. (2016). Safe zones: Supporting LGBTQ Youth through literature. Voices from the Middle.
Miller, E. (2015). Race as the Benu: Anti-whiteness strategies emerge out of a reborn consciousness in Early Childhood Education. Journal of Curriculum Theorizing, 30 (3), 28.
Kissel, B. & Miller, E. (2015). Creative Transformations: Shifting Identities, Countering Narratives, and Exerting Curricula in Pre-Kindergarten Writers’ Workshops. The Reading Teacher, 69 (1), 77-86.
Nash, K. & Miller, E. (2015). Reifying and resisting racism from early childhood to young adulthood: Implications for early childhood education. The Urban Review, 47 (1), 184-208.
Miller, E. (2015). Discourses of whiteness and blackness: An ethnographic study of three young children learning to be white. Ethnography and Education, 10 (2), 137-153.