<picture class="lw_image"> <source type="image/webp" srcset="/live/image/gid/99/width/250/height/375/crop/1/10009_image.rev.1693419039.webp 1x"/> <source type="image/jpeg" srcset="/live/image/gid/99/width/250/height/375/crop/1/10009_image.rev.1693419039.jpg 1x"/> <img src="/live/image/gid/99/width/250/height/375/crop/1/10009_image.rev.1693419039.jpg" width="134" height="200" alt="A picture of Dr. Cody Miller in a blue shirt and mind cardigan." data-max-w="200" data-max-h="200" loading="lazy"/></picture>
A picture of Dr. Cody Miller in a blue shirt and mind cardigan.
I am currently an associate professor of English education. I served as an assistant professor at Brockport from 2019-2023. Prior to coming to Brockport, I was a public high school English teacher in Florida from 2012-2019. I love working with aspiring and practicing English teachers to incorporate young adult literature, graphic novels, and multimedia texts in English curriculum.
I am working on two larger research projects at the moment. The first project is based on a national survey of teacher experiences of text selection in this moment of proliferating book banning legislation. I am working on this project with Brockport colleagues, Drs. Kathleen Colantonio-Yurko and Natalie Sue Svrcek. The second project is a study of teachers across the country who use superhero narratives in their classrooms. I am conducting this study with Drs. Christian Hines (Texas State University) and René M. Rodríguez-Astacio (Fresno State).
I live in Rochester with my husband and our ever-growing plant collection. I love exploring Rochester’s many independent bookstores, coffee shops, restaurants, bakeries, and green spaces! I also enjoy playing tabletop games and reading music criticism.
Education
PhD, University of Florida
Graduate Certificate, University of Florida
MEd, University of Florida
BA, University of Central Florida
Areas of Specialty
English education
Young adult literature
LGBTQ topics in education
Courses Taught
EDI 728: Critical Literacy B-12
EDI 475/575: Practicum and Seminar in Adolescence English Edu
LST 715: Graphic Novel and Comic Studies
EDI 430/530: Education and Society
EDI 791: Seminar in English Education
EDI 436/536/WMS 436: Gender and Sexuality Topics in K-12 Education
EDI 465/565: Methods of Teaching Secondary ELA
EDI 647: Teaching Adolescent Reading, Writing, and Literature
EDI 445/545: Inclusive Middle Level Teaching in ELA
EDI 678: Issues in English Education
Research Interests
Critical English pedagogies
LGBTQ young adult literature
Book bans
Graphic novels and superhero texts in ELA classrooms
Popular culture/cultural studies in ELA classrooms
LGBTQIA+ Advocacy and Leadership Award, National Council of Teachers of English, 2022
English Leadership Quarterly Honorable Mention for Best Article, “Confronting Concerns, Navigating Politics: Teaching Young Adult Literature in High School English Departments,” Conference on English Leadership, National Council of Teachers of English, 2021
English Leadership Quarterly Honorable Mention for Best Article, “Being a Radical Pragmatist: Reflections on Introducing LGBTQ YA Lit to an ELA Department,” Conference on English Leadership, National Council of Teachers of English, 2020
Paul and Kate Farmer English Journal Writing Award, “Miles Morales: Spider-Man and Reimagining the Canon for Racial Justice,” National Council of Teachers of English, 2019
Refereed Journal Articles
Rodriguez-Astacio, R., Hines, C., & Miller, C. (2024). Criticality and the cowl: Teaching Black superhero narratives with DC Graphic Novels for Young Adults. ALAN Review, 51(2), 11-19.
Kelley, A., Watts, D., Miller, C., Yurko, K.C., Howard, J., & Johnson, N. (2023). Selecting and teaching young adult literature through Black historical consciousness principles. International Journal of Multicultural Education, 25(3), 37-66.
Abugasea Heidt, M., French, M.M., & Miller, C. (2023). Graphic novels as curricular counter-narratives for English language learners and emergent bilinguals. Multicultural Perspectives, 25(2), 116-125.
Miller, C. (2023). Learning from literature and legality: Supreme Court cases and young adult literature in a social foundations of education course. Democracy and Education, 31(1), Article 2. Available at https://democracyeducationjournal.org/home/vol31/iss1/2/.
Yurko, K.C., Adams, B., Boehm, S., & Miller, C. (2023). Boundaries, objectification, and gender norms: Addressing sexual and gender-based harassment with middle grades literature. Middle School Journal, 54(1), 23-31.
martin, s.w., & Miller, C. (2022). The category is “pandemic queer”: Reading, connecting, and reimagining literacy with LGBTQ+ youth in the age of COVID-19. Radical Teacher, 124, 13-23.
Dowie-Chin, T., Miller, C., Boehm, S., & Worlds, M. (2022). “Freedom, freedom, where are you?”: A critical approach to examining music videos as protest and resistance. Special Issues: Critical Media Literacy, 2, 98-105.
Miller, C.,Hines, C., Rodriguez-Astacio, R.M. (2022). With great power comes… youth empowerment?: A critical content analysis of Marvel’s superhero young adult literature. ALAN Review, 50(1), 33-44.
Miller, C., Boehm, S., Yurko, K.C., & Adams, B. (2022). Himpathy, herasure, and down girl moves: A critical content analysis of sexual assault in young adult literature. Journal of Literacy Research, 54(3), 298-321.
Adams, B., Yurko, K.C, Miller, C., & Boehm, S. (2022). Beyond perpetrators, victims, and survivors: Young adult literature as bystander intervention education. ALAN Review, 49(3), 42-52.
Miller, C., & Jeter, G. (2022). “We can position ourselves as experts”: Teachers learning to write and publish on national blogs. Excelsior: Leadership in Teaching and Learning, 14(2), 66-81. Available at https://surface.syr.edu/excelsior/vol14/iss2/4/.
Boehm, S., Yurko, K.C., Olmstead, K., Miller, C. (2021). When princesses become dragons: Critical literacy, Damsel, and confronting rape culture in English classrooms. Girlhood Studies, 14(3), 72-89.
Miller, C., Yurko, K.C., Nasra, K., Mufford, H., Sanchez, R., & Mulroy, A. (2021). Developing critical social justice literacy by reading young adult literature: Reflections and implications on future classroom practice. Ubiquity: The Journal of Literature, Literacy, and the Arts, 8(1), 15-47. Available at http://ed-ubiquity.gsu.edu/wordpress/wp-content/uploads/2021/08/Miller-et-al.pdf.
Miller, C., & Boehm, S. (2021). A civic and literary coalition: Analyzing young adult literature and news media in secondary ELA. The English Record, 71(2), 49-60.
Bittner, R., Miller, C., Pennell, S. (2021). We’re not sick, we’re not straight: Conversion therapy and the compulsory body in YAL. ALAN Review, 48(3), 27-36.
Svrcek, N., & Miller, C. (2021). Developing critical communities for critical conversations in K-12 classrooms. Language Arts Journal of Michigan, 36(1), 10-19.
Mundorf, J., Miler, C., Hines, C., Worlds, M., & Del Riego, J. (2021). When the curriculum needs rescuing: Superhero graphic novels as disruptive curricular forces. Ohio Journal of English Language Arts, 60(2), 25-30.
Books
Greathouse, P., & Miller, C. (Eds.) (2022). Queer adolescent literature as a compliment to the English language arts curriculum (2nd edition). Rowman & Littlefield.
Journal interview for School Library Connection, “Research into practice. Fictional role models for social justice teaching: Interview with Henry Cody Miller, Mario P. Worlds, and Tianna Dowie-Chin,” 2021
