Hannah Miller is an associate professor of education at VTSU-Johnson, where she is the co-director of the Inclusive Childhood Education program. Before returning to the United States to pursue her academic career in 2009, Dr. Miller lived in China where she taught science in formal elementary and secondary settings, and also English as a foreign language. During her time in China, she became interested in environmental education, which she has maintained as an academic pursuit throughout her career. Her dissertation used the agency/structure dialectic to examine how undergraduates envision the process of social change for sustainability and how they enact agency in local contexts to make the change they want to see in their own lives, their communities, and the world.
Dr. Miller’s scholarship interrogates the process of social change through a critical lens in educational systems, with a focus on privilege, power, justice, and oppression. Dr. Miller’s current research project “TeachOut Vermont” uses critical participatory action research, and aims to build sustainable, equitable, and transformative social networks with and for queer, nonbinary, and transgender teachers in Vermont. This research is supported in part by the Spencer Foundation, the Vermont State University President’s Fund, and the Working Learning Communities grant.
Dr. Miller grew up in Decatur, Georgia near Atlanta. She and her wife Lisa currently live in Morristown. Hannah and Lisa are avid birders and also enjoy playing Wingspan, disc golf, instruments, and hiking in Vermont with their dogs, Samwise and Clover. Hannah’s favorite hobby is knitting, and she enjoys going to fiber festivals and local yarn shops to collect yarn she doesn’t need.
- EDU 2005 Reading, Writing, and Math for Educators
- EDU 2360 Perspectives on Learning in a Diverse Society
- EDU 3125 Educational Technology
- EDU 3265 Instructional Dynamics I
- EDU 4630 Integrated Elementary Methods
- EDU 4650 Capstone Seminar
- EDU 6850 Elementary Student Teaching
- EDU 5011 Seminar in Educational Studies
- EDU 5021 Instructional Dynamics I for Elementary Education
- EDU 6011 Integrated Elementary Methods
- EDU 6555 Critical and Cultural Perspectives in Education
- EDU 6970 Capstone Seminar
- Freed, A., Huffling, L. A., Benavides, A., & Miller, H. K. (in review). Moving from doctoral student to teacher educator faculty in critical collaboration: Carving out an expansive learning space for innovation in research and practice.
- Miller, H. K., Freed, A. F., Johnson, W. R., Doherty, J. H., & Anderson, C. W. (in press). The role of cross-cutting concepts in developing a three-dimensional learning progression framework. In H. Jin, Yan D., & J. Krajcik, (Eds.), Handbook on science learning progressions. Routledge.
- Miller, H. K. (2019). Quietism in the face of injustice: A cultural Mennonite’s struggle (and failure) in the fight for justice in science and environmental education. In J. Bazzul & C. Burke (Eds.), Critical voices in science education: Narratives of academic journeys (pp. 13-24). Springer. https://www.springer.com/gp/book/9783319999890
- Miller, H. K. (2018). “Being a good person in the system we already have will not save us”: interpreting how students narrate and embody the process of social change for sustainability using an agency/structure lens. Environmental Education Research, 24(1), 145. https://doi.org/10.1080/13504622.2017.1303821
- Miller, H. K., Johnson, W., & Anderson, C. W. (2017). Using Crosscutting Concepts as a Tool forClimate Change and Citizenship Education. In D. P. Shepardson, A. Roychoudhury, & A. Hirsch (Eds.), Teaching and Learning about Climate Change: A Framework for Educators. New York: Routledge.
- Miller, H. K., & Jones, L. C. (2014). Analyzing sustainability themes in state science standards: two case studies. Applied Environmental Education and Communication, 24(2), 183-192. https://doi.org/10.1080/1533015X.2014.961888
- Dauer, J., Miller, H. K., & Anderson, C. W. (2014). Conservation of energy: An analytical tool for student accounts of carbon-transforming processes. In R. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann & A. Scheff (Eds.), Teaching and Learning of Energy in K-12 Education (pp. 47-61). New York: Springer. https://link.springer.com/chapter/10.1007/978-3-319-05017-1_4