Michelle Georgia Knight-Manuel
Office Location:
303 ZankelEducational Background
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
Books
Knight-Manuel, M. & Marciano, J. (2018). Classroom cultures: Equitable schooling for racially diverse youth. New York, NY: Teachers College Press
Knight, M. & Marciano, J. (2013). College Ready: Preparing Black and Latina/o students for higher education – A Culturally Relevant Approach. New York, NY: Teachers College Press
Peer Reviewed Articles
Watson, V. & Knight-Manuel, M. (2020). Humanizing the Black immigrant body: Envisioning diaspora literacies of youth and young adults from West African countries. Teachers College Record, 13
Knight-Manuel, M., Marciano, J., Wilson, M., Jackson, I., Vernikoff, L., & Zuckerman.K.(2019) “It’s all possible”: Urban educators’ perspectives on creating a culturally-relevant, school-wide, college-going culture for Black male students. Urban Education, 54(1), 35-64, May 2016, doi: 10.1177/0042085916651320
Jackson, I. & Knight-Manuel, M. (2018). “Color does not equal consciousness”: Educators ofColor learning to enact a sociopolitical consciousness. Journal of Teacher Education, ahead of print. https://doi.org/10.1177/0022487118783189
Watson, W. & Knight-Manuel, M. (2017). Challenging West African popularizednarratives, asserting strengths-based approaches in research with African immigrant youth. Review of Research in Education, 1, 279-310.
Chen, C., Desai, K. & Knight-Manuel, M. (2015): Fostering a humanizing pedagogy: Imagined possibilities for African immigrant girls. Educational Leadership Review.16(3), 34-41.
Knight, M., Rogeman, R., & Edstrom, L. (2015). My American dream: The interplay of structure and agency in West African immigrants’ educational experiences in the United States. Education and Urban Society. DOI: 10.1177/0013124515589596
Rogeman, R., Knight, M., Taylor, A., & Watson, V. (2014). From microscope to mirror: Doctoral students evolving positionalities. International Journal of Qualitative Studies in Education.
Taylor, A., Watson, V., & Knight, M. (2014). Toward enacted cosmopolitan citizenship: New conceptualizations of African immigrants’ civic learning and action in the United States. Education, Citizenship and Social Justice.
Watson, V., Knight, M., & Taylor, A. (2014). Beyond talking and texting: African immigrant youth’s social-civic literacies and negotiations of citizenship across participatory new media technologies. Citizenship Teaching and Learning.
Knight, M. G., & Watson, V. W. M. (2014). Toward participatory communal citizenship: Rendering visible the civic learning and action of African immigrant youth and young adults. American Educational Research Journal. 51(3), 539-556 doi:10.3102/0002831213512517
Knight, M. (2013). Living the legacies and continuing the struggle: Immigration, PreK-16 education, and transnationalism. Texas Education Review, 1, 225-233.
Allen, K., Jackson, I., & Knight, M. (2012). Complicating culturally relevant pedagogy: Unpacking African immigrants’ cultural identities. International Journal of Multicultural Education, 14(2), 1-28.
Knight, M., Bangura, R., & Watson, V. (2012). (Re)framing African immigrant women’s civic leadership: A case study of the influence of family, schooling, and transnationalism. Global Studies Journal, 4(4), 135-148.
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.
Principal Publications
Books:
Classroom Cultures: Equitable Schooling for Racially Diverse Youth
Edited Journal
Johnson, A., Delgado Bernal, D., Knight, M., & Wiedeman, C. (Eds.). (2002). The struggle for equity and social justice education: Theories, policies and practices [Special issue].Equity& Excellence in Education, 35(3).
Referred Journal Articles
Knight-Manuel, M. & Zuckerman, K. (under review). Possible Dream of Diversity: Creating a Culturally Relevant, College-Going School Culture for Preparation for Higher Education. Review of Research in Education.
Knight-Manuel, M., Marciano, J., Wilson, M., Jackson, I., Vernikoff, L., & Zuckerman.K. (2019) “It’s all possible”: Urban educators’ perspectives on creating a culturally-relevant, school-wide, college-going culture for Black male students.Urban Education, 54(1), 35-64, May 2016, doi: 10.1177/0042085916651320
Jackson, I. & Knight-Manuel , M. (2018). “Color does not equal consciousness”: Educators of Color learning to enact a sociopolitical consciousness. Journal of Teacher Education, ahead of print. https://doi.org/10.1177/0022487118783189
Watson, W. & Knight-Manuel, M. (2017). Challenging West African popularized narratives, asserting strengths-based approaches in research with African immigrant youth. Review of Research in Education, 1, 279-310.
Chen, C., Desai, K. & Knight-Manuel, M. (2015): Fostering a humanizing pedagogy: Imagined possibilities for African immigrant girls. Educational Leadership Review. 16(3), 34-41.
Knight, M., Rogeman, R., & Edstrom, L. (2015). My American dream: The interplay of structure and agency in West African immigrants’ educational experiences in the United States. Education and Urban Society.DOI: 10.1177/0013124515589596
Taylor, A., Watson, V., & Knight, M. (2014). Toward enacted cosmopolitan citizenship: New conceptualizations of African immigrants’ civic learning and action in the United States. Education, Citizenship and Social Justice.
Watson, V., Knight, M., & Taylor, A. (2014). Beyond talking and texting: African immigrant youth’s social-civic literacies and negotiations of citizenship across participatory new media technologies. Citizenship Teaching and Learning.
Knight, M. G., & Watson, V. W. M. (2014). Toward participatory communal citizenship: Rendering visible the civic learning and action of African immigrant youth and young adults. American Educational Research Journal. 51(3), 539-556 doi:10.3102/0002831213512517
Knight, M. (2013). Living the legacies and continuing the struggle: Immigration, PreK-16 education, and transnationalism. Texas Education Review, 1, 225-233.
Allen, K., Jackson, I., & Knight, M. (2012). Complicating culturally relevant pedagogy: Unpacking African immigrants’ cultural identities. International Journal of Multicultural Education, 14(2), 1-28.
Knight, M., Bangura, R., & Watson, V. (2012). (Re)framing African immigrant women’s civic leadership: A case study of the influence of family, schooling, and transnationalism. Global Studies Journal, 4(4), 135-148.
Knight, M. (2011). “It’s already happening”: Learning from civically engaged transnational immigrant youth. Teachers College Record, 1113(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), 362-365.
Knight, M., & Oesterreich, H. (2011). Opening our eyes, changing our practices. Learning through the transnational lifeworlds of teachers. Journal ofIntercultural Education, 22(3)203-215.
Knight-Diop,M. (2010). Enacting care, preparing for college and increasing access for Black youth. Journal of Students Placed at Risk,15(2), 158-172.
Oesterreich, H., & Knight, M. (2010). Facilitating transitions to college for students from culturally and linguistically diverse backgrounds. In M. Adams, W. J. Blumenfeld, C. Casteneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice(2nd ed.). London, UK: Routledge.
Book Chapters:
Oesterreich, H., & Knight, M. (2010). Facilitating transitions to college for students from culturally and linguistically diverse backgrounds. In M. Adams, W. J. Blumenfeld, C. Casteneda, H. W. Hackman, M. L. Peters, & X. Zuniga (Eds.), Readings for diversity and social justice(2nd ed.). London, UK: Routledge.
Knight, M., Dixon, I, Norton, N., & Bentley Ewald, C. (2006). Critical literacies as feminist affirmations and interventions: Puerto Rican and Dominican college bound female youth. In Delores Delgado Bernal, C. Alejandra Elenes, Francisca E. Gonzalez, & Sofia Villenas (Eds.), Chicanan/Latina feminist pedgagogies and epistemologies of everyday life.
Knight, M. & Oesterreich, H. (2002). (In)(Di)Visible youth identities: Insight from a feminist framework. In William G. Tierney & Linda Serra Hagedorn (Eds.), Increasing access to college. NY: SUNY Press.
Research and Technical Reports:
Knight, M., (2002). National Academy of Education /Spencer Postdoctoral Fellowship Report. New York, NY: Teachers College, Columbia University, Department of Curriculum and Teaching.
Knight, M., Dixon, I., Norton, N., & Bentley Ewald, C. (2002). Denver High School Annual Report on creating a 9-10th grade college-going culture. New York, NY: Teachers College, Columbia University, Department of Curriculum and Teaching.
Knight, M., Dixon, I., Bentley Ewald, C., & Norton, N. (2001). Spencer Small Grants Program Report. New York, NY: Teachers College, Columbia University, Department of Curriculum and Teaching.
Knight, M., Dixon, I., Bentley Ewald, C., & Norton, N. (2001). Denver High School Preliminary Report on creating a 9th grade college-going culture. New York, NY: Teachers College, Columbia University, Department of Curriculum and Teaching.
Knight, M., Oesterreich, H. & Newton, R. (2000). Three Reports on New York College Preparation Programs. National Study of College Preparation Programs. Center for Policy Analysis, University of Southern California.