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Michelle Georgia Knight-Manuel

Professional Background

Educational Background

Ph.D. (Curriculum and Teaching). University of California, Los Angeles

M.A. (TESOL, Language Development Specialist Credential/CLAD). Monterey Institute of International Studies

B.A. (French and Secondary Education Teacher Certification). Franklin and Marshall College

Scholarly Interests

Equity Issues in Urban Education; Teacher Education; Qualitative Research. Specifically:

  • Youth Studies (College Readiness and Access, Immigrant Education, and Civic Engagement)
  • Feminist Theories ( Black, Multicultural and Critical Race Feminisms)
  • Culturally Relevant Pedagogy
  • African-American Teaching Practices with Diverse Populations
  • Culturally Grounded Research Methodologies

Watch Professor Knight Discuss Culturally Responsive Education

Watch Professor Knight Discuss Cultural Rules of Emotion

Selected Publications

Knight, M. & Marciano, J. (2013). College Ready: Preparing Black and Latina/o students for higher education – A Culturally Relevant Approach. New York: Teachers College Press

Knight, M. (2011).“It’s already happening”: Learning from civically engaged transnational immigrant youth. Teachers College Record,113(6), 1275-1292.

Knight, M. (2011). Where and how do “we” enter: (Re)imagining and bridging culturally relevant civic engagements of teacher educators, Teachers and Immigrant Youth. Teacher Education & Practice, 24, 3, 32-365.
Knight, M., & Oesterreich, H. (2011). Opening our eyes, changing our practices. Learning through the transnational lifeworlds of teachers. Journal of Intercultural Education, 22 (3),203-215.
Knight, M. (2010). Enacting care, preparing for college and increasing access for Black youth. Journal of Students Placed at Risk,15 (2), 158-172.
Oesterreich & Knight,  (2010). Facilitating transitions to college for students from culturally and linguisticlaly diverse backgrounds. In M. Adams, W. J. Blumenfeld, C. Castenada, H.W. Hackman, M.L. Peters, and X Zuniga (Eds.) Readiings for Divesrity and Social Justice (2nd Ed.) London: Routledge PressTeachers College Record,113(6), 1275-1292.

Knight, M., & Oesterreich, H. (2009). Pedagogical Possibilities: Engaging Cultural Rules of Emotion. Teachers College Record,111(11), 2678-2704.

Reid, K. & Knight, M. (2006). Disability for justification of exclusion of minorities: A critical history grounded in disability studies. Educational Researcher, 35(6), 18-24.          
Knight, M. (2004). Sensing the urgency and broadening our visions of teacher education. Race, Ethnicity, & Education, 7(1), 212-227.
Knight, M., Dixon, I., Norton, N., & Bentley, C. (2004). Extending learning communities:  New technologies, multiple literacies, and culture blind pedagogies. Urban Review, 36(2), 101-1118
Knight, M., Bentley, C., Norton, N., & Dixon, I. (2004). (De)constructing (in)visible parent consent forms: Negotiating power, reflexivity, and the collective within qualitative research. Qualitative Inquiry.10 (3), 390-411.
Knight, M., Norton, N, Bentley, C. and Dixon, I. (2004). The power of Black and Latina/o counterstories:  Urban families and college-going processes. Anthropology & Education Quarterly, 35(1), 99-120.
Knight, M. (2003). Through urban youth’s eyes:  Negotiating K-16 policies, practices, and their futures. Educational Policy, 17(5), 531-557.
Knight, M. (2002). The Intersections of race, class, and gender in the teacher preparation of an African-American social justice educator. Equity & Excellence in Education, 35(3), 212-224.
Knight, M. (2000). Ethics in qualitative research: Multicultural feminist activist research. Theory into Practice, 39(3), 170-176.

C&T 4004: School change

Major themes include state of the field regarding school change, schools as social organizations, the individual in the organization, theories of change, and implementation strategies and processes.

C&T 4078: Curriculum and teaching in urban areas

Analysis of social context and resources for curriculum and teaching in urban areas.

C&T 4145: Critical perspectives in secondary education

A comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning.

C&T 4502: Master's project

Permission required. Required for M.A. students in the Curriculum and Teaching Program. Students work to develop proposals to initiate required Masters action research project.

C&T 4900: Research and independent study: Curriculum and teaching

Masters degree students undertake research and independent study under the direction of a faculty member.

C&T 5000: Theory and inquiry in curriculum and teaching

Required of and limited to first-year Ed.D. students in the Department of Curriculum and Teaching; must be taken in both the fall and spring semesters. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.

C&T 6900: Directed research and theory development in curriculum and teaching

Permission required.

C&T 7500: Dissertation seminar in curriculum and teaching

Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.

C&T 8900: Dissertation advisement in curriculum and teaching

Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D. degree.