Knight-Manuel, Michelle G. (mk700) | Teachers College Columbia UniversitySkip to content Skip to main navigation
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
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
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.
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.