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Mariana Souto-Manning

Professional Background

Educational Background

Ph.D., Language Education, The University of Georgia

Scholarly Interests

From a critical perspective, I examine the sociocultural and historical foundations of schooling and language development in the early years. My research reflects the following interests:            

• Cultural and linguistic diversity in the early years

• Critical multicultural education

• Early language and literacy education

Thus, as a multicultural teacher educator, I specifically focus on the transformation of self (as educator), of curriculum and teaching, and of society’s institutional discourses regarding pressing and oppressing issues.

Selected Publications

Books & articles, 2009-present


Books

 

Souto-Manning, M. (2013). Multicultural teaching in the early childhood classroom: Strategies, tools, and approaches, PreK-2nd grade. NewYork: Teachers College Press.

Souto-Manning, M. (2010). Freire, teaching, and learning: Culture circles across contexts. New York: Peter Lang.

Cahnmann-Taylor, M., & Souto-Manning, M. (2010). Teachers act up! Creating multicultural learning communities through theatre. New York: Teachers College Press.

Jennings, L., Jewett, P., Laman, T., Souto-Manning, M., and Wilson, J.(Eds.). (2010). Sites of possibility: Critical dialogue across educational settings. Cresskill, NJ: Hampton Press.

 

 

Articles

 

Souto-Manning, M. (in press). Critical narrative analysis: The interplay of critical discourse and narrative analyses. International Journal of Qualitative Studies in Education.

Souto-Manning, M. (in press). On children as syncretic natives: Disrupting and moving beyond normative binaries. Journal of Early Childhood Literacy.

Souto-Manning, M., & Price-Dennis, D. (in press). Critically redefining and repositioning media texts in early childhood teacher education: What if? And why? Journal of Early Childhood Teacher Education.

Souto-Manning, M., & Felderman, C. B. (2012). Negotiating critical literacies: Toward full inclusion in early childhood classrooms. Perspectives and provocations: Early childhood education assembly yearbook, volume 1. Charlotte, NC: Information Age Publishing.

Souto-Manning, M. (2012). Teacher action research in teacher education. Childhood Education, 88(1), 54-66.

Laman, T., Jewell, P. Jennings, L., Souto-Manning, M.,  & Wilson, J. (2012). Supporting critical dialogue across educational contexts. Equity & Excellence in Education, 45(1), 197–216.

Souto-Manning, M. (2011). Playing with power and privilege: Theatre games in teacher education. Teaching and Teacher Education, 27(6),997-1007.

Price-Dennis, D., & Souto-Manning, M. (2011). (Re)Framing diverse pre-service classrooms as spaces for culturally relevant teaching. Journal of Negro Education, 80(3),223-238.

Souto-Manning, M., & Vasquez, V. (2011). Early childhood education assembly: Changing the face of early literacy education within NCTE and beyond. English Journal, 101(1), 123-125.

Gregg, K., Rugg, M., & Souto-Manning, M. (2011). Fostering family-centered practices through a family-created portfolio. The School Community Journal 71(1), 53-70.

Genishi, C., & Souto-Manning, M. (2011). Parent and child face-to-face: On the Battle hymn of the tiger mother. Teachers College Record. Retrieved April 5, 2011 from: http://www.tcrecord.org/Content.asp?ContentId=16375

Souto-Manning, M. (2010).Challenging ethnocentric literacy practices: (Re)Positioning home literacies in a Head Start classroom. Research in the Teaching of English, 45(2), 150-178.

Souto-Manning, M. (2010). Accelerating reading inequities in the early years. Language Arts, 88(2), 104-113.

Brown, S., Souto-Manning, M., & Laman, T. T. (2010).Seeing the strange in the familiar: Unpacking racialized practices in early childhood settings. Race, Ethnicity, and Education, 13(4), 513-532.

Souto-Manning, M. (2010). Teaching English learners: Building on cultural and linguistic strengths. English Education, 42(3), 249-263.

Souto-Manning, M. (2010). Family involvement: Considering challenges, building on strengths. Young Children, 65(2), 82-88.

Souto-Manning, M., & Mitchell, C. H. (2010). The role of action research in fostering culturally-responsive practices in a preschool classroom. Early Childhood Education Journal, 37(4), 269-277.

Souto-Manning, M. (2009). Acting out and talking back: Negotiating discourses in American early educational settings. Early Child Development and Care, 179(8), 1083-1094.

Cahnmann-Taylor, M., Souto-Manning, M., Wooten, J., & Dice, J. (2009). The art & science of educational inquiry: Analysis of performance-based focus groups with novice bilingual teachers. Teachers College Record, 111(11),2535-2559.

Souto-Manning, M. (2009). Negotiating culturally responsive pedagogy through multicultural children’s literature: Towards critical democratic literacy practices in a first grade classroom. Journal of Early Childhood Literacy, 9(1), 53-77.

Souto-Manning, M. (2009). Educating Latino children: International perspectives & values in early education. Childhood Education, 85, 182-186.

Souto-Manning, M. (2009). Teachers search and reSearch: Questioning educational practices. Childhood Education, 86(1), 49-51.

Vasquez, V., & Souto-Manning, M. (2009).“It’s all ’bout tryin’ to make ev’ryone sames.” The Council Chronicle, 19(2), 28-30.

biographical information

MARIANA SOUTO-MANNING, Ph.D., is Associate Professor of Education in the Department of Curriculum and Teaching at Teachers College, Columbia University. She is a former preschool and primary grades teacher and now teaches courses related to early literacy and multicultural education. She is author of Freire, Teaching, and Learning: Culture Circles Across Contexts, co-author of Teachers Act Up!: Creating Multicultural Learning Communities through Theatre (with M. Cahnmann-Taylor), and co-editor of Sites of Possibility: Critical Dialogue Across Educational Settings. From a critical perspective, her research examines the sociocultural and historical foundations of early schooling, language development, literacy practices, and teacher education in pluralistic settings. She studies how children, families, and teachers from diverse backgrounds shape and are shaped by discursive practices. Her work can be found in journals such as Early Child Development and Care, Early Childhood Education Journal, Journal of Early Childhood Literacy, Research in the Teaching of English, English Education, Journal of Teacher Education, Language Arts, Urban Education, and Teachers College Record. She is a recipient of the American Educational Research Association (AERA) Language and Social Processes Early Career Award (2008), the AERA Early Education and Child Development Early Research Career Award (2009), the National Council for Research on Language and Literacy (NCRLL) Early Researcher Career Award (2009), the Kappa Delta Pi/AERA Division K (Teaching and Teacher Education) Early Career Award (2010), and AERA Division K Innovations in Research on Diversity in Teacher Education Award (2011).

active professional organizations

ACEI – Association for Childhood Education International

AERA – American Educational Research Association

Division B: Curriculum Studies
Division G: Social Context of Education

Division K: Teaching and Teacher Education

            Critical Perspectives on Early Childhood Special Interest Group

            Early Education/Child Development Special Interest Group

            Hispanic Research Issues Special Interest Group

            Language and Social Processes Special Interest Group

AESA – American Educational Studies Association

IRA – International Reading Association

LRA – Literacy Research Association (formerly NRC, National Reading Conference)

NAECTE – National Association of Early Childhood Teacher Educators

NAEYC – NationalAssociationfortheEducationofYoungChildren

NAME – National Association of Multicultural Education                                   

NCTE – National Council of Teachers of English

            ECEA: Early Childhood Education Assembly of NCTE

NCTEAR: National Council of Teachers of English, Assembly for Research

honors and awards


 

 

Research Awards

2013 Critics Choice Book Award for Multicultural Teaching in the Early Childhood Classroom Strategies, Tools, and Approaches (Preschool-2nd grade). Presented by the American Educational Studies Association (AESA).

2013 Outstanding Journal Article Award. Presented by the National Association for Early Childhood Teacher Education (NAECTE); Sponsored by Taylor & Francis.

2011 Innovations in Research on Diversity in Teacher Education Award. Presented by the American Educational Research Association (AERA).

2010 Kappa Delta Pi/AERA Division K Early Career Research Award. Presented by the American Educational Research Association (AERA) and Kappa Delta Pi (KDP).

2009 Early Researcher Career Award. Presented by the National Council for Research on Language and Literacy (NCRLL).

2009 Early Education and Child Development Early Research Career Award. Presented by the American Educational Research Association.

2008 Language and Social Processes Emerging Scholar Award. Presented by the American Educational Research Association.

2007 Ethnicity, Race & Multilingualism Award. Presented by the National Reading Conference.

2007 Robert C. Anderson Memorial Research Award. Presented by the University of Georgia Research Foundation.

2005 The Carol Fisher Award for Excellence in Graduate Research. Presented by the College of Education, University of Georgia.

2005 University of Georgia Excellence in Research Award Finalist.

2004 Southeastern Women's Studies Association Award.

2000 Perfect Scholar Award. Presented by Dean Russell H. Yeany, College of Education, University of Georgia.

 

 

Teaching Awards

2008 Outstanding Teaching Award. Presented by the Department of Child & Family Development, University of Georgia.

2003 Teacher of the Year Award. Presented by Sam's Club/Walmart.

2003 Outstanding Teacher Award, Clarke County School District, Georgia.

2001 Kappa Delta Epsilon Golden Apple Award.

 

 

Other Honors

2012    Table Host, Elementary Section Get-Together Honoring JoBeth Allen (ELA Educator of the Year). NCTE Conference. Las Vegas, NV.

2012 FirstSchool Think Tank Conference Featured Speaker: Equity, Quality, and Accountability in Early Childhood Teacher Education. University of North Carolina, Chapel Hill.

2010-12 Cultivating New Voices Mentor(National Council of Teachers of English Research Foundation).

2009 Cultivating New Voices Program Invited Mentor (National Council of Teachers of English Research Foundation). Columbus, OH.

2008-9 Institute for Behavioral Research Mentoring Fellow. University of Georgia. Athens, GA.

2008    Table Host, Elementary Section Get-Together Honoring Karen Smith (ELA Educator of the Year). NCTE Conference. Philadelphia, PA.

2008 Cultivating New Voices Program Invited Mentor (National Council of Teachers of English Research Foundation). San Antonio, TX. Mentoring Swati Mehta, Boston College.

2007 Committee for Scholars of Color Mentoring Program (American Educational Research Association). Chicago, IL

2007 American Educational Research Association Teaching and Teacher Education (Division K) New Faculty Seminar (1 of 30 selected participants). Chicago, IL.

2006 American Educational Research Association Teaching and Teacher Education (Division K) New Faculty Seminar (1 of 28 selected participants). San Francisco, CA.

1999-2001 University of Georgia Presidential Scholar Award.

2000 Outstanding Service to the Community Award. Presented by Kappa Delta Epsilon and The University of Georgia College of Education.

grants

 

 

External

Souto-Manning, M. & Genishi, C. (2012-2017). Quality Universally Inclusive Early Responsive Education (QUIERE). Awarded by the United States Department of Education, Office of Special Education Programs ($ 1,249,404.00 for total project).

Vail, C., & Souto-Manning, M. (2008-2012). Responsive Early Education for Diversity (REED). Awarded by the United States Department of Education, Office of Special Education Programs ($ 790,598.00 for total project).

Souto-Manning, M. (2009-2010). Pre-Kindergarten at the Child Development Lab. Awarded by Bright from the Start, Georgia Department of Early Care and Learning (DECAL), State of Georgia ($74,644.54).

Souto-Manning, M. (2008). Pre-Kindergarten Special Allotment Grant. State of Georgia ($ 3,000.00).

Souto-Manning, M. (2008-2009). The University of Georgia Pre-Kindergarten Program. Awarded by Bright from the Start, Georgia Department of Early Care and Learning (DECAL), State of Georgia ($74,644.54).

Souto-Manning, M. (2007-2008). The University of Georgia McPhaul Pre-Kindergarten Program. Awarded by Bright from the Start, Georgia Department of Early Care and Learning (DECAL), State of Georgia ($ 73,078.39).

Cahnmann-Taylor, M., & Souto-Manning, M. (2003-2009). Teachers for English Language Learners (TELL). Awarded by the U.S. Department of Education, Transition to Teaching Office ($1,005,506.00 for total project).

Souto-Manning, M. (2007).Minority Junior Scholar Grant. Awarded by the American Educational Research Association, Division K ($200.00).

Souto-Manning, M. (2006-2008). Cultivating New Voices Among Scholars of Color Fellowship. Awarded by the National Council of Teachers of English Research Foundation ($10,000.00).

Souto-Manning, M. (2005). University of Georgia Research Foundation International Grant.

Souto-Manning, M. (2003). Tinker Foundation Field Research Fellowship.

Souto-Manning, M., Moore, G., Croft, M., Tyrrell, N., Wayne, J., & Ferreira, L. (2001). Foundation for Excellence Grant.

 

 

Internal

Souto-Manning, M. (2012-2013).Teaching immigrant children: Oral language, literacy, and vocabulary development through play. Zankel Urban Fellows Program, Office of School and Community Partnerships, Teachers College, Columbia University ($30,000.00).

Souto-Manning, M. (2012). Racial and linguistic teacher diversity in early childhood education. Dean’s Competitive Grant, Teachers College, Columbia University ($9,000.00).

Souto-Manning, M. (2011-2012).Teaching immigrant children: Re-mediating language and literacy practices, year 2. Zankel Urban Fellows Program, Office of School and Community Partnerships, Teachers College, Columbia University ($20,000.00).

Souto-Manning, M. (2010-2011).Teaching immigrant children: Re-mediating language and literacy practices. Zankel Urban Fellows Program, Office of School and Community Partnerships, Teachers College, Columbia University ($20,000.00).

Souto-Manning, M., Genishi, C., Torres-Guzmán, M. (2010-2011). Culturally Responsive Educational Alliance for Teaching Equitably (CREATE). Provost’s Investment Fund, Teachers College, Columbia University ($20,000.00).

Souto-Manning, M. (2010-2011). Culturally and Developmentally Appropriate Early Education: A Comparison of Quality in Brazil and in the U.S. Institute for Latin American Studies, Columbia University ($ 3,500.00).

Souto-Manning, M., & Coalition of Latino Scholars. (2010-2011). Enfocandonos. Vice President's Grant for Diversity and Community Initiatives($1,000.00).

Souto-Manning, M., & Coalition of Latino Scholars.  (2010-2011). Envision. Vice President's Grant for Diversity and Community Initiatives($1,000.00).

Souto-Manning, M. (2008). Reading in a Diverse World. Awarded by the President’s Venture Fund, University of Georgia ($1,700.00).

Souto-Manning, M. (2007-2008). Developmentally Appropriate and Responsive Education. Awarded by the University of Georgia, College of Family & Consumer Sciences ($1,350.00).

Souto-Manning, M. (2007). Schooling for Equity and Educational Diversity (SEED). Awarded by the University of Georgia Research Foundation ($5,000.00).

Souto-Manning, M. (2004). University of Georgia Research Foundation Grant.

principal publications

 

BOOKS AND ARTICLES, 2009-PRESENT

 

Books

Souto-Manning, M. (2013). Multicultural teaching in the early childhood classroom: Strategies, tools, and approaches, PreK-2nd grade. New York and Washington, DC: Teachers College Press and Association for Childhood Education International.

Souto-Manning, M. (2010). Freire, teaching, and learning: Culture circles across contexts. New York: Peter Lang.

Cahnmann-Taylor, M., & Souto-Manning, M. (2010). Teachers act up! Creating multicultural learning communities through theatre. New York: Teachers College Press.

 Jennings, L., Jewett, P., Laman, T., Souto-Manning, M., and Wilson, J.(Eds.). (2010). Sites of possibility: Critical dialogue across educational settings. Cresskill, NJ: Hampton Press.

 

Articles

Goodwin, A.L., Smith, L., Souto-Manning, M., Cheruvu, R., Reed, R., Tan, M., & Traveras, L. (in press). What should teacher educators know and be able to do?: Perspectives from practicing teacher educators. Journal of Teacher Education.

Souto-Manning, M. (in press). Situating diverse learners in diverse times. Contemporary Issues in Early Childhood.

Souto-Manning, M., Dernikos, B., & Yu, H. (in press). Rethinking normative literacy practices, behaviors, and interactions: Learning with immigrant boys. Journal of Early Childhood Research.

 Souto-Manning, M. (in press). Making a stink about the "ideal" classroom: Theorizing and storying conflict in early childhood education. Urban Education.

Souto-Manning, M. (2014). Critical narrative analysis: the interplay of critical discourse and narrative analyses. International Journal of Qualitative Studies in Education, 27(2), 159-180.

Souto-Manning, M. (2013). On children as syncretic natives: Disrupting and moving beyond normative binaries. Journal of Early Childhood Literacy, 13 (3), 368-391.

Souto-Manning, M. (2013). Competence as linguistic alignment: Linguistic diversities, affinity groups, and the politics of educational success. Linguistics and Education, 24 (3), 305-315.

Souto-Manning, M. (2013). Teaching young children from immigrant and diverse families.Young Children, 68(4), 72-80.

Dudley-Marling, C., Cazden, C., Souto-Manning, M., Jewett, P., Jennings, L.B., Laman, T.T., & Wilson, J. (2013). Talking, learning and critiquing: Where are we headed? Talking Points, 24(2), 2-6.

Souto-Manning, M., & Price-Dennis, D. (2012). Critically redefining and repositioning media texts in early childhood teacher education: What if? And why? Journal of Early Childhood Teacher Education, 33(4), 304-321.

 Souto-Manning, M., & Felderman, C. B. (2012). Negotiating critical literacies: Toward full inclusion in early childhood classrooms. Perspectives and provocations: Early childhood education assembly yearbook, volume 1. Charlotte, NC: Information Age Publishing.

  Souto-Manning, M. (2012). Teacher action research in teacher education. Childhood Education, 88(1), 54-66.

  Laman, T., Jewell, P. Jennings, L., Souto-Manning, M.,  & Wilson, J. (2012). Supporting critical dialogue across educational contexts. Equity & Excellence in Education, 45(1),197-216.

  Souto-Manning, M. (2011). Playing with power and privilege: Theatre games in teacher education. Teaching and Teacher Education, 27(6),997-1007.

  Price-Dennis, D., & Souto-Manning, M. (2011). (Re)Framing diverse pre-service classrooms as spaces for culturally relevant teaching. Journal of Negro Education, 80(3),223-238.

Souto-Manning, M., & Vasquez, V. (2011). Early childhood education assembly: Changing the face of early literacy education within NCTE and beyond. English Journal, 101(1), 123-125.

 Gregg, K., Rugg, M., & Souto-Manning, M. (2011). Fostering family-centered practices through a family-created portfolio. The School Community Journal 71(1), 53-70.

 Genishi, C., & Souto-Manning, M. (2011). Parent and child face-to-face: On the Battle hymn of the tiger mother. Teachers College Record. Retrieved April 5, 2011 from:http://www.tcrecord.org/Content.asp?ContentId=16375

  Souto-Manning, M. (2010).Challenging ethnocentric literacy practices: (Re)Positioning home literacies in a Head Start classroom.Research in the Teaching of English, 45(2), 150-178.

 Souto-Manning, M. (2010). Accelerating reading inequities in the early years. Language Arts, 88(2), 104-113.

  Brown, S., Souto-Manning, M., & Laman, T. T. (2010).Seeing the strange in the familiar: Unpacking racialized practices in early childhood settings. Race, Ethnicity, and Education, 13(4), 513-532.

  Souto-Manning, M. (2010). Teaching English learners: Building on cultural and linguistic strengths. English Education, 42(3), 249-263.

  Souto-Manning, M. (2010). Family involvement: Considering challenges, building on strengths. Young Children, 65(2), 82-88.

  Souto-Manning, M., & Mitchell, C. H. (2010). The role of action research in fostering culturally-responsive practices in a preschool classroom. Early Childhood Education Journal, 37(4),269-277.

  Souto-Manning, M. (2009). Acting out and talking back: Negotiating discourses in American early educational settings. Early Child Development and Care, 179(8), 1083-1094.

  Cahnmann-Taylor, M., Souto-Manning, M., Wooten, J., & Dice, J. (2009). The art & science of educational inquiry: Analysis of performance-based focus groups with novice bilingual teachers. Teachers College Record, 111(11),2535-2559.

  Souto-Manning, M. (2009). Negotiating culturally responsive pedagogy through multicultural children's literature: Towards critical democratic literacy practices in a first grade classroom. Journal of Early Childhood Literacy, 9(1), 53-77.

 Souto-Manning, M. (2009). Educating Latino children: International perspectives & values in early education. Childhood Education, 85, 182-186.

 Souto-Manning, M. (2009). Teachers search and reSearch: Questioning educational practices.Childhood Education, 86(1), 49-51.

 Vasquez, V., & Souto-Manning, M. (2009)."It's all 'bout tryin' to make ev'ryone sames."The Council Chronicle, 19(2), 28-30.

 

useful web sites

Early Childhood Education Assembly
http://eceassembly.blogspot.com/

Quality Universally Inclusive Early Responsive Education (QUIERE)

http://www.tc.edu/QUIERE

custom course list

Courses Taught

C&T 4114 Multicultural Approaches to Teaching Young Children (3). Professor Souto-Manning. Exploration of aspects of professional preparation needed for teaching from a multicultural perspective: first, the disposition toward inquiry needed for ongoing self-development; second, the knowledge and skills needed to infuse multicultural curriculum content, program designs, and teaching strategies; and third, the creation of a context through which participants can examine issues of social justice.

C&T 4131. Language and Literacy in the Early Childhood Curriculum (3). Professors Genishi and Souto-Manning. Introduction to research and practices related to early communication and literacy in early childhood settings (birth through prekindergarten). Focus will be on children whose first language is English, as well as English language learners, and on curricula and adaptations for full range of learners. (3 credits toward State literacy requirements)

C&T 4132 Language and Teaching in the Primary Reading/Writing Classroom (3). Professors Calkins, Siegel, and Souto-Manning. Permission required. Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/writing in primary grades in diverse settings. (3 credits toward State literacy requirements)

C&T 5514: Advanced Seminar in Early Childhood Education
Required of all second-year doctoral students in early childhood education and early childhood special
education and open to other post-master’s students with permission. Examination of underlying issues and currents in early childhood education, with formulation of initial research plans.

publications

C&T 4114: Multicultural approaches to teaching young children

Analysis of major curriculum models for learning in young children through use of culturally and environmentally-derived content.

C&T 4131: Language and Literacy in the Early Childhood Curriculum

Introduction to research and practices related to early communication and literacy in early childhood settings (birth through grade 2). Focus will be on children whose first language is English, as well as English language learners, and on curricula and adaptations for full range of learners. (3 credits toward state literacy requirement).

C&T 4132: Learning and teaching in the primary reading/writing classroom

Permission required. Examines principles of literacy learning in young children and introduces theories, practices, and materials for teaching reading/ writing in primary grades.

C&T 5308: Advanced practicum-infancy and early childhood

Permission required. Students engage in action research at their practicum sites.

C&T 5514: Seminar in early childhood education

Required of all second-year doctoral students in early childhood education and early childhood special education and open to other post-masters students with permission. Examination of underlying issues and currents in early child-hood education, with formulation of initial research plans.