Professor Mariana V. Souto-Manning
Associate Professor of Education
Email: Web site: http://www.tc.edu/QUIERE
Office Hours: FALL 2012 Mondays, 8-9pm Wednesdays, 2-4pm
Office Location: 302 Zankel
Ph.D., Language Education, The University of Georgia
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.
Books & articles, 2009-present
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.
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.