2011 TC Research
Teachers College, Columbia University
Teachers College Columbia University

Research

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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, and literacy practices 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, Language Arts 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

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.

2007Ethnicity, 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

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

 

Books

 

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

Souto-Manning, M., Cahnmann-Taylor, M., Dice, J., & Wooten, J. (2008). The power and possibilities of performative critical early childhood teacher education. Journal of Early Childhood Teacher Education, 29(4), 309-325.

Souto-Manning, M., & James, N. (2008). A multi-arts approach to early literacy. Journal of Research in Childhood Education, 23(1), 82-95.

Souto-Manning, M., & Hermann-Wilmarth, J. (2008). Teacher inquiries into gay and lesbian families in early childhood classrooms. Journal of Early Childhood Research, 6(3), 263-280.

Rymes, B., Cahnmann-Taylor, M., & Souto-Manning, M. (2008).Bilingual teachers’ performances of power and conflict. Teaching Education, 19(2), 105-119.

Brown, S., & Souto-Manning, M. (2008). “Culture is the way they live here”: Young Latin@s and parents navigate linguistic and cultural borderlands in U.S. schools.Journal of Latinos & Education, 7(1), 25-42.

Souto-Manning, M. (2008). Linking words and worlds through curriculum integration. Journal of Thought: A Journal of Critical Reflection on Educational Issues, 43(1-2), 95-103.

Hermann-Wilmarth, J., & Souto-Manning, M. (2007). Queering early childhood practices: Opening up possibilities with common children’s literature. International Journal of Equity and Innovation in Early Childhood, 5(2), 5-16.

Souto-Manning, M., & Ray, N. (2007).Beyond survival in the ivory tower: Black and brown women’s living narratives. Equity & Excellence in Education, 40(4), 280-290.

Souto-Manning, M., & Dice, J. (2007). Reflective teaching in the early years: A case for mentoring diverse educators. Early Childhood Education Journal, 34(6), 425-430.

Souto-Manning, M. (2007).Immigrant families and children (re)develop identities in a new context. Early Childhood Education Journal, 34(6), 399-405.

Souto-Manning, M. (2007). Honoring children’s names and, therefore, their identities. School Talk, 12(3), 1-2.

Souto-Manning, M. (2006). A Latina teacher’s journal: Reflections on language, culture, literacy, and discourse practices. Journal of Latinos and Education, 5(4), 293-303. 

Souto-Manning, M., & Swick, K. (2006). Teachers’ beliefs about parent involvement:   Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187-193.

Souto-Manning, M. (2006). Families learn together: Reconceptualizing linguistic diversity as a resource. Early Childhood Education Journal, 33(6), 443-446.

Souto-Manning, M. (2006). A critical look at bilingualism discourse in public schools: Auto/ethnographic reflections of a vulnerable observer. Bilingual Research Journal, 29(2), 439-458.

Souto-Manning, M. (2006). Literacy as a means for re-imagining a woman’s identity. Journal of Women in Literacy and Life Assembly ofthe National Council of Teachers of English, 14, 26-33.

Souto-Manning, M. V. (2006). Moral stance and agency in schooling narratives. Brazilian Journal of Applied Linguistics, 6(1), 65-80.

Cahnmann, M., Rymes, B., & Souto-Manning, M. (2005). Using critical discourse analysis to understand and facilitate identification processes of bilingual adults becoming teachers. Critical Inquiry in Language Studies: An International Journal, 2(4), 195-213.

Rymes, B., Souto-Manning, M., & Brown, C. (2005). Being “critical” as taking a stand: One of the central dilemmas of CDA.Journal of Critical Discourse Studies, 2(2), 195-198.

Souto-Manning, M. & Lee, K. (2005). “In the beginning I thought it was all play:” Parents’ perceptions of the project approach in a second-grade classroom. The School Community Journal, 15(2), 7-20.

Souto-Manning, M. (2004). Circles of culture: Literacy as a process for social inclusion. Colombian Applied Linguistics Journal, 6, 23-41.

 

 

Book Chapters

 

Souto-Manning, M. (2013). Critical for whom?:Theoretical and methodological dilemmas in critical approaches to language research. In D. Paris & M. Winn (Eds.), Humanizing research:Decolonizing qualitative inquiry with youth and communities. Thousand Oaks, CA: Sage.

Souto-Manning, M. (2011). Publishers in the mix: Examining literacy curricula. In N. File, J. Mueller, & D. B. Wisneski (Eds.), Curriculum in early childhood: Reexamined, rediscovered, renewed. London, UK: Routledge.

Souto-Manning, M. (2011). Challenging the text and context of (re)naming immigrant children: Children’s literature as tools. In B. S. Fennimore & A. L. Goodwin (Eds.), Promoting social justice for young children: Facing critical challenges to early learning and development (pp. 111-124). New York:Springer.

Souto-Manning, M. (2011). A different kind of teaching: Culture circles as professional development. In V. Kinloch (Ed.), Urban literacies: Critical perspectives on language, learning, and community (pp. 95-110). New York: Teachers College Press.

Souto-Manning, M., & Smagorinsky, P. (2010). Freire, Vygotsky, and social justice theories in English education. In s. Miller and D. Kirkland (Eds.), Change matters: Qualitative research ideas for moving social justice theory to policy (pp. 41-52). New York: Peter Lang.

Souto-Manning, M. (2010). Critical narrative analysis of classroom discourse: Culture circles as a framework for empowerment and social action.InL. Jennings, P. Jewett, T. Laman, M. Souto-Manning, and J. Wilson(Eds.), Sites of possibility: Critical dialogue across educational settings. Cresskill, NJ: Hampton Press.

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

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

Souto-Manning, M.(2009). Syncretic home literacies: Learning to read in two languages and three worlds. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling. Charlotte, NC: Information Age Publishing.

Evans, A. C., & Souto-Manning, M. (2009). “I gotta touch the book!”: Reading aloud with young toddlers. In S. Israel (Ed.), Literacy breakthroughs. San Francisco, CA: Jossey-Bass.

Souto-Manning, M. (2007). English should not replace a child’s native language. In J. D. Ginn (Ed.), Bilingual Education. San Diego, CA: Greenhaven Press.

Souto-Manning, M. (2007). Education for democracy: The text and context of Freirean culture circles in Brazil. In D. Stevick and B. Levinson (Eds.), Reimagining civic education: How diverse nations and cultures form democratic citizens. Lanham, MD: Rowman-Littlefield.

Souto-Manning, M. (2005). Education. In I. Stavans (Ed.), Encyclopedia Latina: History, culture and society in the United States (pp. 127-133). Danbury, CT: Grolier Press.

 

 

Book Reviews

 

Souto-Manning, M. (2009). Review of the book Flying eagle, by Sudipta Bardham-Quallen. Childhood Education, 86(2), 118.

Souto-Manning, M. (2009). Review of the book If you were a penguin, by Wendell and Florence Minor. Childhood Education, 86(2), 117.

Souto-Manning, M. (2009). Review of the book Max Goes to Jupiter, by Jeffrey Bennett, Nick Schneider, and Erica Ellingson. Childhood Education, 86(2), 116.

Souto-Manning, M. (2008). Review of the book Diversities in early childhood education: Rethinking and doing, edited by C. Genishi and A. L. Goodwin. Teachers College Record. Retrieved January 3, 2011 from http://www.tcrecord.org/content.asp?contentid=15290.

Souto-Manning, M., & Scott, M. (2008). Review of the book Childhood bilingualism: Research on infancy through school age, edited by M. McCardle and E. Hoff. Critical Inquiry in Language Studies, 5(4), 265-270.

Souto-Manning, M. (2007). Review of the book Imagination and literacy: A teacher's search for the heart of learning, by Karen Gallas.Educational Action Research, 15(2), 309-312.

Souto-Manning, M. (2006). Review of the bookNegotiating critical literacies with young children, by Vivian Vasquez. Linguistics and Education, 17(2), 202-205.

Souto-Manning, M. (2006). Review of the bookA how-to guide for teaching English language learners in the primary classroom, by P. B. Dragan. National Council of Teachers of English Selects. Retrieved May 3, 2007 from http://www.ncte.org/pubs/books/selects/elem/124764.htm

Souto-Manning, M., & Rymes, B. (2005). Review of the book Living narrative: Creating lives in everyday storytelling, by E. Ochs and L. Capps. Language in Society, 34(3), 470-474.

Souto-Manning, M., & Weninger, C. (2005). Review of the book Analyzing discourse: Textual analysis for social research, by N. Fairclough. Linguistics and Education: An International Research Journal, 15(3), 303-306.

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 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.