Erin T. Miller

Erin T. Miller is an Associate Professor in the Reading and Elementary Education Department at UNC Charlotte’s Cato College of Education. She coordinates the Urban Literacy/Reading Strand in the Curriculum and Instruction PhD program and teaches courses like Anti-Racist Activism in Urban Education. Her research focuses on racial identity development, anti-racist pedagogy, and whiteness studies in early childhood education.

Education:

• Ph.D. in Language and Literacy, University of South Carolina (2012)
• M.A.T. in Early Childhood Education, University of South Carolina (1999)
• B.A. in Educational Studies, Emory University (1998)

Research Interests: Dr. Miller’s work examines how race is socially constructed in early childhood environments and how educators can implement anti-racist practices. She emphasizes culturally relevant teaching, particularly for marginalized communities, and advocates for equity in urban educational settings. Her scholarship has won prestigious awards, including Taylor & Francis’ Distinguished Article Award and the Spencer Foundation Grant.

Publications Trends: Her recent articles explore anti-racist pedagogy failures, white teacher identity instability, and theatrical improvisation as tools for social justice. She consistently critiques systemic racism in education through ethnographic and self-study methodologies.

Awards:

• 2018 Spencer Foundation Small Research Grant
• 2017 Social Justice in Education Award (NCTE)
• 2013 Outstanding Dissertation Award
• 2010 Mortar Board Excellence in Teaching Award

Grants & Advising: Led a Spencer Foundation-funded study on anti-racist pedagogical implementations in elementary schools. Advises pre-service teachers through courses like Multicultural Education: Modifying Instruction for Urban Learners. Serves as incoming co-editor of the Journal of Curriculum and Pedagogy (2020-2022).

Labs/Teams: Co-leads the Early Childhood Assembly of NCTE’s Professional Dyads and Culturally Relevant Teaching (PDCRT) initiative, fostering culturally responsive literacy practices in pre-K to 3rd grade classrooms.