Souto-Manning, Mariana V. (ms3983)

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Mariana Souto-Manning
Professor of Early Childhood Education
Director, Early Childhood Education & Early Childhood Special Education Programs // Director, Doctoral Program in Curriculum & Teaching // Founding Co-Director, CITED
Curriculum & Teaching

Office:
302E Zankel

Educational Background


Highest Degree


Ph.D., Language Education

The University of Georgia, Athens, GA


Previous Degrees


M.Ed., Early Childhood Education

The University of Georgia, Athens, GA


B.S.Ed., Early Childhood Special Education (major)

Teaching English to Speakers of Other Languages (minor)

The University of Georgia, Athens, GA

Scholarly Interests

Mariana Souto-Manning, Ph.D., is Professor of Early Childhood Education and Teacher Education at Teachers College, Columbia University. Professor Souto-Manning serves as Director of the Doctoral Program in Curriculum and Teaching and Director of the Early Childhood Education and Early Childhood Special Education Programs. She holds additional academic appointments at the University of Iceland and King’s College London. Professor Souto-Manning is Founding Co-Director of the Center for Innovation in Teacher Education and Development (CITED).  She has served as Chair of the National Council of Teachers of English (NCTE) Research Foundation and directed the federally-funded Quality Universally Inclusive Early Responsive Education (QUIERE) Project. Before becoming a university-based teacher educator, Souto-Manning was an early childhood teacher in public (pre)schools in Brazil and in the United States.

From a critical perspective, Professor Souto-Manning’s research examines inequities and injustices in early childhood teaching and teacher education, (re)centering methodologies and pedagogies on the lives, values, and experiences of intersectionally minoritized people of color. As she problematizes issues of colonization, assimilation, and oppression in schooling and society, she critically examines theoretical and methodological issues and dilemmas of doing research with communities of color. She considers questions such as "critical for whom?" and "according to whom?" as she investigates issues pertaining to equitable teaching and learning, focusing on languaging and literacy practices in pluralistic settings. Souto-Manning regularly collaborates with teachers and engages in community-based research.

Mariana Souto-Manning has published ten books, including the 2016 winner of the American Educational Studies Association Critics’ Choice Award, Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K-2 (with Jessica Martell, a New York City public school teacher). In addition to books and book chapters, she has authored and co-authored over 75 peer-reviewed articles in journals such as the Journal of Teacher EducationResearch in the Teaching of EnglishTeaching and Teacher Education, and Teachers College Record. She has received a number of research awards, including the 2011 American Educational Research Association Division K Innovations in Research on Diversity in Teacher Education Award and the 2017 AERA Teaching and Teacher Education (Division K) Mid-Career Award. 

Selected Publications

From a critical perspective, I examine issues of in/equity and in/justice in early childhood teaching and teacher education. In my research, I centrally consider pedagogical, theoretical, and methodological issues and dilemmas of doing research with communities of Color.



PUBLICATIONS

  • identifies graduate student coauthor / * indicates practicing classroom teacher coauthor


Books

Souto-Manning, M. (Ed.). (2020). In the pursuit of justice: Students’ rights to read and write in elementary school. NCTE.

Bentley*, D. F., & Souto-Manning, M. (2019). PreK stories: Playing with authorship and integrating curriculum in early childhood. Teachers College Press.

Souto-Manning, M., & Yoon, H. S. (2018). Reading and rewriting worlds: Rethinking early literacies. Routledge.

Souto-Manning, M., Lugo Llerena*, C., Martell*, J., Salas Maguire*, A., & Arce-Boardman*, A. (2018). No more culturally irrelevant teaching. Heinemann.

Souto-Manning, M., & Martell*, J. (2016). Reading, writing, and talk: Inclusive teaching strategies for diverse learners, K-2. Teachers College Press.

Long, S., Souto-Manning, M., & Vasquez, V. M. (Eds.). (2016). Courageous leadership in early childhood education: Taking a stand for social justice. Teachers College Press.

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

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

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


Edited Journal Issues

Souto-Manning, M., & Stillman, J. (Eds.). (2020). Rethinking the preparation of teacher educators: Centering equity and justice. The New Educator, 16(1).

Souto-Manning, M., & Philip, T. (Eds.). (2019). Preparing asset, equity, and social justice oriented teachers within the contemporary political challenges to university-based teacher education. Teachers College Record, 121(6).

Ellis, V., Souto-Manning, M., & Turvey, K. (Eds.). (2019). Innovation in teacher education: Towards a critical re-examination. Journal of Education for Teaching, 45(1). 

Winn, M., & Souto-Manning, M. (Eds.). (2017). Disrupting inequality through educational research. Review of Research in Education, 41.

Souto-Manning, M. (Ed.). (2014). Diverse learners in diverse times. Contemporary Issues in Early Childhood, 15(2).


Articles

Souto-Manning, M., & Emdin, C. (2020). On the harm inflicted by urban teacher education programs: Learning from the historical trauma experienced by teachers of color. Urban Education. https://doi.org/10.1177/0042085920926249

Souto-Manning, M., & Stillman, J. (2020). In the pursuit of transformative justice in the education of teacher educators. The New Educator, 16(1), 1-4. 

Souto-Manning, M. (2019). “Good teaching” and “good teachers” for whom?: Critically troubling standardized and corporatized notions of quality in teacher education. Teachers College Record, 121(10), 1-44.

Souto-Manning, M., & Winn, L.T. (2019). Toward shared commitments for teacher education: Transformative justice as an ethical imperative. Theory Into Practice, 58(4), 308-317.

Souto-Manning, M. (2019). Transforming university-based teacher education: Preparing asset, equity, and justice oriented teachers within the contemporary political context. Teachers College Record, 121(6), 1-26. Retrieved from https://www.tcrecord.org/Content.asp?ContentID=22728

Souto-Manning, M. & Martell*, J. (2019). Toward critically transformative possibilities: Considering tensions and undoing inequities in the spatialization of teacher education. Teachers College Record, 121(6), 1-42. Retrieved from https://www.tcrecord.org/Content.asp?ContentId=22731

 Souto-Manning, M., Falk, B., Lopez, D., Barros Cruz•, L., Bradt•, N., Cardwell, N., McGowan•, N., Perez•, A., Rabadi-Raol•, A., & Rollins•, E. (2019). A transdisciplinary approach to equitable teaching in early childhood education. Review of Research in Education, 43, 249-276.

Souto-Manning, M. (2019). Toward praxically-just transformations: Interrupting racism in teacher education. Journal of Education for Teaching, 45(1), 97-113. https://doi.org/10.1080/02607476.2019.1550608 

Philip, T. M., Souto-Manning, M., Anderson, L., Horn, I., J. Carter Andrews, D., Stillman, J., & Varghese, M. (2019). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251–264. https://doi.org/10.1177/0022487118798324

Ellis, V., Souto-Manning, M., & Turvey, K. (2019). Innovation in teacher education: Towards a critical re-examination. Journal of Education for Teaching, 45(1), 2-14. https://doi.org/10.1080/02607476.2019.1550602

Souto-Manning, M., & Lanza*, A. (2019). Pedagogical third spaces: Inclusion and re-presentation of LGBTQ communities in and through teaching as a matter of justice. Theory Into Practice, 58(1), 39-50. DOI: 10.1080/00405841.2018.1536921

Souto-Manning, M., Rabadi-Raol•, A., Robinson•, D., & Perez•*, A. (2019). What stories do my classroom and its materials tell?: Preparing early childhood teachers to engage in equitable and inclusive teaching. Young Exceptional Children, 22(2), 62–73. https://doi.org/10.1177/1096250618811619

Souto-Manning, M., & Rabadi-Raol•, A. (2018). (Re)Centering quality in early childhood education: Toward intersectional justice for minoritized children. Review of Research in Education, 42, 203-225.

Souto-Manning, M. (2018). Disrupting Eurocentric epistemologies: Re-mediating transitions to centre intersectionally-minoritised immigrant children, families and communities. European Journal of Education, 53(4), 456-468. DOI: 10.1111/ejed.12309

Souto-Manning, M. & Winn, M. (2017). Where do we go from here?: Foundational understandings as show ways for interrupting injustice and fostering justice in and through educational research. Review of Research in Education, 41, ix–xix.

Caraballo, L., & Souto-Manning, M. (2017). Co-constructing identities, literacies, and contexts: Sustaining critical meta-awareness with/in urban communities. Urban Education, 52(5), 555-560.

Souto-Manning, M. (2017). Generative text sets: Tools for negotiating critically inclusive teacher education pedagogical practices. Journal of Early Childhood Teacher Education, 38(1), 260-281.

Souto-Manning, M. (2017). Is play a privilege or a right? And what’s our responsibility? On the role of play for equity in early childhood education. Early Child Development and Care, 187(5-6), 785-787.

Souto-Manning, M., & Martell*, J. (2017). Committing to culturally relevant literacy teaching as an everyday practice: It’s critical! Language Arts, 94(4), 252-256.

Souto-Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263–271.

Souto-Manning, M. & Cheruvu•, R. (2016). Challenging and appropriating discourses of power: Listening to and learning from successful early-career early childhood teachers of color. Equity and Excellence in Education, 49(1), 9-26.

Souto-Manning, M., Dernikos•, B., & Yu•, H. (2016). Rethinking normative literacy practices, behaviors, and interactions: Learning with immigrant boys. Journal of Early Childhood Research, 14(2) 163–180.

Bentley*, D. F., & Souto-Manning, M. (2016). Toward inclusive understandings of marriage in an early childhood classroom: Negotiating (un)readiness, community, and vulnerability through a critical reading of “King and King.” Early Years: An International Journal of Research and Development, 36(2), 195–206.

Souto-Manning, M., Campano, G., & Parker, K. (2016). Critical approaches to language research with the potential to change educational practice. Research in the Teaching of English, 50(3), 368-372.

Cheruvu•, R., Souto-Manning, M., Lencl•, T., & Chin-Calubaquib•, M. (2015). Race, isolation, and exclusion: What early childhood teacher educators need to know about the experiences of pre-service teachers of color. The Urban Review, 47, 237-265.

Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu•, R., Reed•, R., Tan•, M., & Traveras•, L. (2014). What should teacher educators know and be able to do?: Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302.

Souto-Manning, M. (2014). Making a stink about the “ideal” classroom: Theorizing and storying conflict in early childhood education. Urban Education, 49(6), 607–634.

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. (2014). Situating diverse learners in diverse times. Contemporary Issues in Early Childhood, 15(2), 88-93.

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.


Book Chapters

Souto-Manning, M. (in press). Transforming pedagogy and practice: In the pursuit of justice for multilingual students of color. In T. Chapman & N. Hobbel (Eds.), Social justice pedagogy across the curriculum: The practice of freedom. Routledge.

Souto-Manning, M., Chajed, A., Emerson, A., Ghim, H., & Nicol, M. (in press). Race matters in early childhood education. In M. Winn & L.T. Winn (Eds.), Transforming teaching and learning through restorative justice. Harvard Education Press.

Souto-Manning, M., Buffalo, G., Rollins, E. (in press). The language debt owed to raciolinguistically- and ethnolinguistically-minoritized students. In H.R. Milner & K. Lomotey (Eds.), Handbook of urban education (2nd ed.). Routledge.

Souto-Manning, M., & Rabadi-Raol, A. (in press). Toward racial and cultural justice for young children: Naming inequities, problematizing segregation in New York City’s Pre-K for All. In A.S. Wells & D. Price-Dennis (Eds.), Reconceptualizing “diversity” for socially just education: Common themes from early childhood to higher education. AERA.

Souto-Manning, M. (2020). Teaching in the pursuit of justice: Students’ rights to read and write in elementary school. In M. Souto-Manning (Ed.), In the pursuit of justice: Students’ rights to read and write in elementary school. NCTE.

Souto-Manning, M. (2020). So what? What’s next? On the rights to read and write as human rights. In M. Souto-Manning (Ed.), In the pursuit of justice: Students’ rights to read and write in elementary school. NCTE.

Souto-Manning, M., Alvarez, B., Fong•, B., Lanza, A., Llerena•, C., Malik•, K., Martell•, J., Pelosi•, E., & Pion, P. (2020). Annotated bibliography. In M. Souto-Manning (Ed.), In the pursuit of justice: Students’ rights to read and write in elementary school. NCTE.

Souto-Manning, M. (2020). A conversation with Jacqueline Woodson on students’ rights to read and write. In M. Souto-Manning (Ed.), In the pursuit of justice: Students’ rights to read and write in elementary school. NCTE.

Souto-Manning, M., Buffalo, G., Rabadi-Raol, A. (2020). Early childhood teacher certification as a site for the re-production of racial and cultural injustice. In S. Kessler & B.B. Swadener (Eds.), Education for social justice in early childhood (pp. 46-57). Routledge.

Souto-Manning, M., McGowan, N., & Zalcmann, S. (2019). Developing early educators who engage in critical multicultural pedagogical practices: A moral, historical, and pedagogical imperative. In C. Brown, M. McMullen, & N. File (Eds.), Handbook of early childhood care and education (pp. 465-489). Wiley Blackwell Publishing.

Souto-Manning, M. (2019). Teachers as cultural beings. In C. Gillanders & R. Procopio (Eds.), Spotlight on young children: Equity and diversity (pp. 49-50). NAEYC. 

Souto-Manning, M., & Martell*, J. (2018). Fully inclusive teaching for linguistically diverse learners: Collage as ornithology. In B. Berriz, V. Poey, & A. Wager (Eds.), Art as a way of talking for emergent bilingual youth: A foundation for literacy in prek-12 schools. Routledge.

Souto-Manning, M., Winn, M.T., McGowan, N., & Martell*, J. (2018). Reconceptualizing early childhood education and the (im)possibility of racial justice. In M. Bloch, B.B. Swadener, & G. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism: A reader (2nd ed., pp. 229-246). Peter Lang.

Bentley*, D. F., & Souto-Manning, M. (2018). “We were marching for our equal rights”: Political literacies in the early childhood classroom. In N. Yelland & D.F. Bentley (Eds.), Connecting reconceptualist thinking with early childhood education practices: Found in translation (pp. 91-110). Routledge.

Souto-Manning, M., Jun, E.J., & Yu, H.M. (2018). Engaging families and communities through culturally relevant leadership. In J. Liontas (Ed.), The TESOL Encyclopedia of Language Teaching. Wiley. https://doi.org/10.1002/9781118784235.eelt0857 

de los Rios, C., & Souto-Manning, M. (2017). Freirean culture circles as a strategy for racial justice in teacher education. In R. Kohli and B. Picower (Eds.), Confronting racism: Counternarratives of critical teacher educators. Routledge.

Souto-Manning, M. (2017). Why are critical perspectives and ecological approaches needed in early childhood teacher education? In A. C. Iddings (Ed.), Re-designing teacher education for culturally and linguistically diverse young students: Engaging a critical-ecological approach (pp. 13-32). Routledge.

Vasquez, V., Long, S., and Souto-Manning, M. (2016). Taking a stand for social justice. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. Teachers College Press.

Long, S., Souto-Manning, M., & Vasquez, V. (2016). Silence is not an option. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. Teachers College Press.

Long, S., Souto-Manning, M., & Vasquez, V. (2016). Courageous leaders: No empty platitudes. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. Teachers College Press.

Souto-Manning, M., & Mordan-Delgadillo*, Y. (2016). Humanizing early education: Courageously caring leadership in a bilingual Head Start program. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice.  Teachers College Press.

Souto-Manning, M., Madrigal*, R., Malik*, K., & Martell*, J. (2016). Bridging languages, cultures, and worlds through culturally relevant leadership. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. Teachers College Press.

Souto-Manning, M. & Cheruvu, R. (2015). Multiculturally sustaining early childhood pedagogy. In L. Couse & S. Recchia (Eds.), Handbook of Early Childhood Teacher Education. Routledge.

Souto-Manning, M. (2014). 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. Sage.

Souto-Manning, M. (2014). Family involvement: Challenges to consider, strengths to build on. In C. Copple, S. Bredekamp, D. Koralek, & K. Charner (Eds.), Developmentally appropriate practice: Focus on kindergartners. NAEYC.

Laman, T., Jewell, P. Jennings, L., Wilson, J., & Souto-Manning, M. (2014). Supporting critical dialogue across educational contexts. In X. Zuniga, G. Lopez, & K. A. Ford (Eds.), Intergroup dialogue: Engaging difference, social identities and social justice. Routledge.

Souto-Manning, M. (2012). A young Latino-American child and his family negotiate home and school borderlands. In L. DiBello & N. Maldonado (Eds.), Hispanic/Latino children and their families: A guide for educators and service providers. Association for Childhood Education International.

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. 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). 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). 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). Peter Lang. 

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

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

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


Forewords

Souto-Manning, M. (2018). Foreword: Committing to justice: Reading the rainbow as a right and responsibility. In C. Ryan and J. Hermann-Wilmarth, Reading the rainbow: LGBTQ-inclusive literacy instruction in the elementary classroom. Teachers College Press.

Souto-Manning, M. (2018). Foreword: On the promise of minoritized students: Troubling mis/alignments and rethinking the “basics.” In S. A. Brown, Digital initiatives for literacy development in elementary classrooms: Emerging research and opportunities. IGI Global.

Souto-Manning, M. (2017). Foreword: On the power and possibilities of making sense of children’s stories through narrative inquiry: An invitation. In D. Meier and S. Sisk-Hilton, Narrative inquiry in early childhood and elementary school: Learning to teach, teaching well. Routledge.

Souto-Manning, M. (2015). Foreword. In L. Derman-Sparks, D. LeeKeenan, and J. Nimmo, Leading anti-bias early childhood programs: A guide for change. Teachers College Press and NAEYC.

ACEI – Association for Childhood Education International

AERA – American Educational Research Association

AESA – American Educational Studies Association

ILA – International Literacy Association

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

NAECTE – National Association of Early Childhood Teacher Educators

NAEYC – National Association for the Education of Young Children

NCTE – National Council of Teachers of English

ECEA: Early Childhood Education Assembly of NCTE

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

Mariana Souto-Manning, Ph.D., is Professor of Early Childhood Education and Teacher Education at Teachers College, Columbia University. Professor Souto-Manning serves as Director of the Doctoral Program in Curriculum and Teaching and Director of the Early Childhood Education and Early Childhood Special Education Programs. She holds additional academic appointments at the University of Iceland and King’s College London. Professor Souto-Manning is Founding Co-Director of the Center for Innovation in Teacher Education and Development (CITED).  She has served as Chair of the National Council of Teachers of English (NCTE) Research Foundation and directed the federally-funded Quality Universally Inclusive Early Responsive Education (QUIERE) Project. Before becoming a university-based teacher educator, Souto-Manning was an early childhood teacher in public (pre)schools in Brazil and in the United States.

From a critical perspective, Professor Souto-Manning’s research examines inequities and injustices in early childhood teaching and teacher education, (re)centering methodologies and pedagogies on the lives, values, and experiences of intersectionally minoritized people of color. As she problematizes issues of colonization, assimilation, and oppression in schooling and society, she critically examines theoretical and methodological issues and dilemmas of doing research with communities of color. She considers questions such as "critical for whom?" and "according to whom?" as she investigates issues pertaining to equitable teaching and learning, focusing on languaging and literacy practices in pluralistic settings. Souto-Manning regularly collaborates with teachers and engages in community-based research.

Mariana Souto-Manning has published ten books, including the 2016 winner of the American Educational Studies Association Critics’ Choice Award, Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K-2 (with Jessica Martell, a New Yor City public school teacher). In addition to books and book chapters, she has authored and co-authored over seventy peer-reviewed articles in journals such as the Journal of Teacher EducationResearch in the Teaching of EnglishTeaching and Teacher Education, and Teachers College Record. She has received a number of research awards, including the 2011 American Educational Research Association Division K Innovations in Research on Diversity in Teacher Education Award and the 2017 AERA Teaching and Teacher Education (Division K) Mid-Career Award. 

Doctoral Graduates


Dr. Hyeyoung Ghim

Early Childhood Education      

2020

Dissertation Title: Thirdspace classrooms: Mapping the identities, practices, and experiences of Chinese early childhood transmigrant teachers in the U.S.

Committee: Mariana Souto-Manning, Felicia Mensah, and Maria Paula Ghiso


Dr. Eun Jeong Jun

Curriculum & Teaching      

2020

Dissertation Title: Teaching and learning in a multicultural teacher education course: Critically analyzing preservice teachers’ reflections and actions

Committee: Mariana Souto-Manning, Haeny Yoon, and Felicia Mensah


Dr. Nicole K. Madu

Curriculum & Teaching    

2020

Dissertation Title: “I am a much bigger version of you”: Exploring the relationships between Black boys and Black male teachers in early childhood education

Committee: Mariana Souto-Manning, Yolanda Sealey-Ruiz, and Haeny Yoon


Dr. Ayesha Rabadi-Raol

Early Childhood Education      

2020

Dissertation Title: “But what if you just listened to the experience of an immigrant teacher?”: Learning from immigrant/transnational teachers of color in early childhood teacher education

Committee: Mariana Souto-Manning, A. Lin Goodwin, and Yolanda Sealey-Ruiz


Dr. Deejay Robinson

Music and Music Education

2020

Dissertation Title: Lift ev’ry voice & sing for an Afrocentric pedagogy of music teaching and learning

Committee: Mariana Souto-Manning and Chris Emdin (Co-Sponsors) and Yolanda Sealey-Ruiz


Dr. Elizabeth R. Rollins

Early Childhood Education      

2020

Dissertation Title: (Re)Storying horizons: White kindergarten teachers’ language and literacy practices in a predominantly-White working-class North Carolina mountain community public school

Committee: Mariana Souto-Manning, Haeny Yoon, and Maria Paula Ghiso


Dr. Ranita Cheruvu

Early Childhood Education    

2014

Dissertation Title: Deepening and expanding our understanding of the identities and experiences of preservice teachers of color: Learning from their counterstories

Committee: Mariana Souto-Manning, A. Lin Goodwin, and Celia Genishi


Dr. Hae Min Yu

Early Childhood Education        

2014

Dissertation Title: Songs gone unheard: Complicating the myth of Korean immigrant experiences in the context of a children's community chorus

Committee: Mariana Souto-Manning, Celia Genishi, and A. Lin Goodwin

RESEARCH AWARDS


2020

Distinguished Mid-Career Researcher Alumni Award

Presented by the University of Georgia


2017

AERA Teaching and Teacher Education (Division K) Mid-Career Award

Presented by the American Educational Research Association (AERA)


2016

Critics Choice Book Award for Reading, writing, and talk: Inclusive teaching strategies for diverse learners, K-2 (with co-author Jessica Martell)

Presented by the American Educational Studies Association (AESA)


2016

Dean’s Faculty Diversity Research Award

Presented by Teachers College, Columbia University


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 of Early Childhood Teacher Educators (NAECTE)

Sponsored by Taylor & Francis


2013

Distinguished Urban Educator

Presented by the University of New Orleans


2011

Innovations in Research on Diversity in Teacher Education Award

Presented by Division K, American Educational Research Association (AERA)


2010

Kappa Delta Pi/AERA Teaching and Teacher Education (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


2004

Southeastern Women’s Studies Association Award


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



302F Zankel Building

From a critical perspective, I examine issues of in/equity and in/justice in early childhood teaching and teacher education. In my research, I centrally consider pedagogical, theoretical, and methodological issues and dilemmas of doing research with communities of Color.



PUBLICATIONS

  • identifies graduate student coauthor // * indicates practicing classroom teacher coauthor


BOOKS

Souto-Manning, M. (Ed.). (2020). In the pursuit of justice: Students’ rights to read and write in elementary school. Urbana, IL: National Council of Teachers of English.

Bentley*, D. F., & Souto-Manning, M. (2019). PreK stories: Playing with authorship and integrating curriculum in early childhood. New York, NY: Teachers College Press.

Souto-Manning, M., & Yoon, H. S. (2018). Reading and rewriting worlds: Rethinking early literacies. London, UK: Routledge.

Souto-Manning, M., Lugo Llerena*, C., Martell*, J., Salas Maguire*, A., & Arce-Boardman*, A. (2018). No more culturally irrelevant teaching. Portsmouth, NH: Heinemann.

Souto-Manning, M., & Martell*, J. (2016). Reading, writing, and talk: Inclusive teaching strategies for diverse learners, K-2. New York, NY: Teachers College Press.

Long, S., Souto-Manning, M., & Vasquez, V. M. (Eds.). (2016). Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

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

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

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


EDITED JOURNAL ISSUES

Souto-Manning, M. (Ed.). (in preparation; 2021). Breaking with the past, imagining schooling anew: Fighting for justice in education. Bank Street Occasional Papers.

Souto-Manning, M., & Stillman, J. (Eds.). (2020). Rethinking the preparation of teacher educators: Centering equity and justice. The New Educator, 16(1).

Souto-Manning, M., & Philip, T. (Eds.). (2019). Preparing asset, equity, and social justice oriented teachers within the contemporary political challenges to university-based teacher education. Teachers College Record, 121(6).

Ellis, V., Souto-Manning, M., & Turvey, K. (Eds.). (2019). Innovation in teacher education: Towards a critical re-examination. Journal of Education for Teaching, 45(1). 

Winn, M., & Souto-Manning, M. (Eds.). (2017). Disrupting inequality through educational research. Review of Research in Education, 41.

Souto-Manning, M. (Ed.). (2014). Diverse learners in diverse times. Contemporary Issues in Early Childhood, 15(2).


ARTICLES

Souto-Manning, M., & Emdin, C. (2020). On the harm inflicted by urban teacher education programs: Learning from the historical trauma experienced by teachers of color. Urban Education. https://doi.org/10.1177/0042085920926249

Souto-Manning, M., & Stillman, J. (2020). In the pursuit of transformative justice in the education of teacher educators. The New Educator, 16(1), 1-4. 

Souto-Manning, M. (2019). “Good teaching” and “good teachers” for whom?: Critically troubling standardized and corporatized notions of quality in teacher education. Teachers College Record, 121(10), 1-44.

Souto-Manning, M., & Winn, L.T. (2019). Toward shared commitments for teacher education: Transformative justice as an ethical imperative. Theory Into Practice, 58(4), 308-317.

Souto-Manning, M. (2019). Transforming university-based teacher education: Preparing asset, equity, and justice oriented teachers within the contemporary political context. Teachers College Record, 121(6), 1-26. Retrieved from https://www.tcrecord.org/Content.asp?ContentID=22728

Souto-Manning, M. & Martell*, J. (2019). Toward critically transformative possibilities: Considering tensions and undoing inequities in the spatialization of teacher education. Teachers College Record, 121(6), 1-42. Retrieved from https://www.tcrecord.org/Content.asp?ContentId=22731

 Souto-Manning, M., Falk, B., Lopez, D., Barros Cruz•, L., Bradt•, N., Cardwell, N., McGowan•, N., Perez•, A., Rabadi-Raol•, A., & Rollins•, E. (2019). A transdisciplinary approach to equitable teaching in early childhood education. Review of Research in Education, 43, 249-276.

Souto-Manning, M. (2019). Toward praxically-just transformations: Interrupting racism in teacher education. Journal of Education for Teaching, 45(1), 97-113. https://doi.org/10.1080/02607476.2019.1550608 

Philip, T. M., Souto-Manning, M., Anderson, L., Horn, I., J. Carter Andrews, D., Stillman, J., & Varghese, M. (2019). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251–264. https://doi.org/10.1177/0022487118798324

Ellis, V., Souto-Manning, M., & Turvey, K. (2019). Innovation in teacher education: Towards a critical re-examination. Journal of Education for Teaching, 45(1), 2-14. https://doi.org/10.1080/02607476.2019.1550602

Souto-Manning, M., & Lanza*, A. (2019). Pedagogical third spaces: Inclusion and re-presentation of LGBTQ communities in and through teaching as a matter of justice. Theory Into Practice, 58(1), 39-50. DOI: 10.1080/00405841.2018.1536921

Souto-Manning, M., Rabadi-Raol•, A., Robinson•, D., & Perez•*, A. (2019). What stories do my classroom and its materials tell?: Preparing early childhood teachers to engage in equitable and inclusive teaching. Young Exceptional Children, 22(2), 62–73. https://doi.org/10.1177/1096250618811619

Souto-Manning, M., & Rabadi-Raol•, A. (2018). (Re)Centering quality in early childhood education: Toward intersectional justice for minoritized children. Review of Research in Education, 42, 203-225.

Souto-Manning, M. (2018). Disrupting Eurocentric epistemologies: Re-mediating transitions to centre intersectionally-minoritised immigrant children, families and communities. European Journal of Education, 53(4), 456-468. DOI: 10.1111/ejed.12309

Souto-Manning, M. & Winn, M. (2017). Where do we go from here?: Foundational understandings as show ways for interrupting injustice and fostering justice in and through educational research. Review of Research in Education, 41, ix–xix.

Caraballo, L., & Souto-Manning, M. (2017). Co-constructing identities, literacies, and contexts: Sustaining critical meta-awareness with/in urban communities. Urban Education, 52(5), 555-560.

Souto-Manning, M. (2017). Generative text sets: Tools for negotiating critically inclusive teacher education pedagogical practices. Journal of Early Childhood Teacher Education, 38(1), 260-281.

Souto-Manning, M. (2017). Is play a privilege or a right? And what’s our responsibility? On the role of play for equity in early childhood education. Early Child Development and Care, 187(5-6), 785-787.

Souto-Manning, M., & Martell*, J. (2017). Committing to culturally relevant literacy teaching as an everyday practice: It’s critical! Language Arts, 94(4), 252-256.

Souto-Manning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263–271.

Souto-Manning, M. & Cheruvu•, R. (2016). Challenging and appropriating discourses of power: Listening to and learning from successful early-career early childhood teachers of color. Equity and Excellence in Education, 49(1), 9-26.

Souto-Manning, M., Dernikos•, B., & Yu•, H. (2016). Rethinking normative literacy practices, behaviors, and interactions: Learning with immigrant boys. Journal of Early Childhood Research, 14(2) 163–180.

Bentley*, D. F., & Souto-Manning, M. (2016). Toward inclusive understandings of marriage in an early childhood classroom: Negotiating (un)readiness, community, and vulnerability through a critical reading of “King and King.” Early Years: An International Journal of Research and Development, 36(2), 195–206.

Souto-Manning, M., Campano, G., & Parker, K. (2016). Critical approaches to language research with the potential to change educational practice. Research in the Teaching of English, 50(3), 368-372.

Cheruvu•, R., Souto-Manning, M., Lencl•, T., & Chin-Calubaquib•, M. (2015). Race, isolation, and exclusion: What early childhood teacher educators need to know about the experiences of pre-service teachers of color. The Urban Review, 47, 237-265.

Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu•, R., Reed•, R., Tan•, M., & Traveras•, L. (2014). What should teacher educators know and be able to do?: Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302.

Souto-Manning, M. (2014). Making a stink about the “ideal” classroom: Theorizing and storying conflict in early childhood education. Urban Education, 49(6), 607–634.

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. (2014). Situating diverse learners in diverse times. Contemporary Issues in Early Childhood, 15(2), 88-93.

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.

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 of the 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. (in press). Transforming pedagogy and practice: In the pursuit of justice for multilingual students of color. In T. Chapman & N. Hobbel (Eds.), Social justice pedagogy across the curriculum: The practice of freedom. New York, NY: Routledge.

Souto-Manning, M., Chajed, A., Emerson, A., Ghim, H., & Nicol, M. (in press). Race matters in early childhood education. In M. Winn & L.T. Winn (Eds.), Transforming teaching and learning through restorative justice. Cambridge, MA: Harvard Education Press.

Souto-Manning, M., Buffalo, G., Rollins, E. (in press). The language debt owed to raciolinguistically- and ethnolinguistically-minoritized students. In H.R. Milner & K. Lomotey (Eds.), Handbook of urban education (2nd ed.). New York, NY: Routledge.

Souto-Manning, M., & Rabadi-Raol, A. (in press). Toward racial and cultural justice for young children: Naming inequities, problematizing segregation in New York City’s Pre-K for All. In A.S. Wells & D. Price-Dennis (Eds.), Reconceptualizing “diversity” for socially just education: Common themes from early childhood to higher education. Washington, DC: AERA.

Souto-Manning, M. (2020). Teaching in the pursuit of justice: Students’ rights to read and write in elementary school. In M. Souto-Manning (Ed.), In the pursuit of justice: Students’ rights to read and write in elementary school. Urbana, IL: National Council of Teachers of English.

Souto-Manning, M. (2020). So what? What’s next? On the rights to read and write as human rights. In M. Souto-Manning (Ed.), In the pursuit of justice: Students’ rights to read and write in elementary school. Urbana, IL: National Council of Teachers of English.

Souto-Manning, M., Alvarez, B., Fong•, B., Lanza, A., Llerena•, C., Malik•, K., Martell•, J., Pelosi•, E., & Pion, P. (2020). Annotated bibliography. In M. Souto-Manning (Ed.), In the pursuit of justice: Students’ rights to read and write in elementary school. Urbana, IL: National Council of Teachers of English.

Souto-Manning, M. (2020). A conversation with Jacqueline Woodson on students’ rights to read and write. In M. Souto-Manning (Ed.), In the pursuit of justice: Students’ rights to read and write in elementary school. Urbana, IL: National Council of Teachers of English.

Souto-Manning, M., Buffalo, G., Rabadi-Raol, A. (2020). Early childhood teacher certification as a site for the re-production of racial and cultural injustice. In S. Kessler & B.B. Swadener (Eds.), Education for social justice in early childhood (pp. 46-57). New York, NY: Routledge.

Souto-Manning, M., McGowan, N., & Zalcmann, S. (2019). Developing early educators who engage in critical multicultural pedagogical practices: A moral, historical, and pedagogical imperative. In C. Brown, M. McMullen, & N. File (Eds.), Handbook of early childhood care and education (pp. 465-489). Hoboken, NJ: Wiley Blackwell Publishing.

Souto-Manning, M. (2019). Teachers as cultural beings. In C. Gillanders & R. Procopio (Eds.), Spotlight on young children: Equity and diversity (pp. 49-50). Washington, DC: NAEYC. 

Souto-Manning, M., & Martell*, J. (2018). Fully inclusive teaching for linguistically diverse learners: Collage as ornithology. In B. Berriz, V. Poey, & A. Wager (Eds.), Art as a way of talking for emergent bilingual youth: A foundation for literacy in prek-12 schools. New York, NY: Routledge.

Souto-Manning, M., Winn, M.T., McGowan, N., & Martell*, J. (2018). Reconceptualizing early childhood education and the (im)possibility of racial justice. In M. Bloch, B.B. Swadener, & G. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism: A reader (2nd ed., pp. 229-246). New York, NY: Peter Lang.

Bentley*, D. F., & Souto-Manning, M. (2018). “We were marching for our equal rights”: Political literacies in the early childhood classroom. In N. Yelland & D.F. Bentley (Eds.), Connecting reconceptualist thinking with early childhood education practices: Found in translation (pp. 91-110). New York, NY: Routledge.

Souto-Manning, M., Jun, E.J., & Yu, H.M. (2018). Engaging families and communities through culturally relevant leadership. In J. Liontas (Ed.), The TESOL Encyclopedia of Language Teaching. Hoboken, NJ: Wiley. https://doi.org/10.1002/9781118784235.eelt0857 

de los Rios, C., & Souto-Manning, M. (2017). Freirean culture circles as a strategy for racial justice in teacher education. In R. Kohli and B. Picower (Eds.), Confronting racism: Counternarratives of critical teacher educators. New York, NY: Routledge.

Souto-Manning, M. (2017). Why are critical perspectives and ecological approaches needed in early childhood teacher education? In A. C. Iddings (Ed.), Re-designing teacher education for culturally and linguistically diverse young students: Engaging a critical-ecological approach (pp. 13-32). New York, NY: Routledge.

Vasquez, V., Long, S., and Souto-Manning, M. (2016). Taking a stand for social justice. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

Long, S., Souto-Manning, M., & Vasquez, V. (2016). Silence is not an option. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

Long, S., Souto-Manning, M., & Vasquez, V. (2016). Courageous leaders: No empty platitudes. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

Souto-Manning, M., & Mordan-Delgadillo*, Y. (2016). Humanizing early education: Courageously caring leadership in a bilingual Head Start program. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice.  New York, NY: Teachers College Press.

Souto-Manning, M., Madrigal*, R., Malik*, K., & Martell*, J. (2016). Bridging languages, cultures, and worlds through culturally relevant leadership. In S. Long, M. Souto-Manning, & V. M. Vasquez (Eds.), Courageous leadership in early childhood education: Taking a stand for social justice. New York, NY: Teachers College Press.

Souto-Manning, M. & Cheruvu, R. (2015). Multiculturally sustaining early childhood pedagogy. In L. Couse & S. Recchia (Eds.), Handbook of Early Childhood Teacher Education. New York, NY: Routledge.

Souto-Manning, M. (2014). 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. (2014). Family involvement: Challenges to consider, strengths to build on. In C. Copple, S. Bredekamp, D. Koralek, & K. Charner (Eds.), Developmentally appropriate practice: Focus on kindergartners. Washington, DC: National Association for the Education of Young Children (NAEYC).

Laman, T., Jewell, P. Jennings, L., Wilson, J., & Souto-Manning, M. (2014). Supporting critical dialogue across educational contexts. In X. Zuniga, G. Lopez, & K. A. Ford (Eds.), Intergroup dialogue: Engaging difference, social identities and social justice. New York, NY: Routledge.

Souto-Manning, M. (2012). A young Latino-American child and his family negotiate home and school borderlands. In L. DiBello & N. Maldonado (Eds.), Hispanic/Latino children and their families: A guide for educators and service providers. Washington, DC: Association for Childhood Education International.

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, NY: 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, NY: 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, NY: Peter Lang. 

 Souto-Manning, M. (2010). Critical narrative analysis of classroom discourse: Culture circles as a framework for empowerment and social action. In L. 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. In L. 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. In L. 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.


Forewords

Souto-Manning, M. (2018). Foreword: Committing to justice: Reading the rainbow as a right and responsibility. In C. Ryan and J. Hermann-Wilmarth, Reading the rainbow: LGBTQ-inclusive literacy instruction in the elementary classroom. New York, NY: Teachers College Press.

Souto-Manning, M. (2018). Foreword: On the promise of minoritized students: Troubling mis/alignments and rethinking the “basics.” In S. A. Brown, Digital initiatives for literacy development in elementary classrooms: Emerging research and opportunities. Hershey, PA: IGI Global.

Souto-Manning, M. (2017). Foreword: On the power and possibilities of making sense of children’s stories through narrative inquiry: An invitation. In D. Meier and S. Sisk-Hilton, Narrative inquiry in early childhood and elementary school: Learning to teach, teaching well. New York, NY: Routledge.

Souto-Manning, M. (2015). Foreword. In L. Derman-Sparks, D. LeeKeenan, and J. Nimmo, Leading anti-bias early childhood programs: A guide for change. New York, NY and Washington, DC: Teachers College Press and National Association for the Education of Young Children (NAEYC).


BOOK REVIEWS

Zalcmann•, S., Rollins•, E., & Souto-Manning, M. (in press). Review of the book Child cultures, schooling, and literacy: Global perspectives on composing unique lives, edited by Anne Haas Dyson. Journal of Early Childhood Literacy.

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 book Negotiating critical literacies with young children, by Vivian Vasquez. Linguistics and Education, 17(2), 202-205.

Souto-Manning, M. (2006). Review of the book A 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.


From a critical perspective, my teaching focuses on disrupting societal and educational inequities and promoting educational justice. I teach courses in the following areas:

  • Early language and literacy education in pluralistic settings
  • Cultural and linguistic diversities in teaching and learning
  • Critical and transformative pedagogies

Most of the courses I have taught are in pre-service early childhood teacher education. In each of them, I centrally consider experiences, strategies, and approaches for teaching multiply minoritized students, focusing on the assets and strengths of communities of color. I am especially vested in developing and enacting critical and transformative teacher education pedagogies. Since receiving tenure at Teachers College, I have developed partnerships that allow me to teach pre-service courses in New York City public schools, affording TC students applied opportunities. My teaching career and collaborations with early childhood teachers in NYC and throughout the world inform my teacher education work.

Here is a list of courses I have taught over the past ten years:

  • C&T 4114 Multicultural Approaches to Teaching Young Children (pre-service, required)
  • C&T 4131 Language and Literacy in Early Childhood (pre-service, required)
  • C&T 4132 Reading and Writing in the Primary Grades (pre-service, required)
  • C&T 5308 Advanced Practicum: Teacher Research (pre-service, required)
  • C&T 5199 School Desegregation, Racial Literacies, and Culturally Relevant Teaching (elective)
  • C&T 6020 Teacher Educator as Transformative Activist Researcher (Teacher Education Specialization, required)
  • C&T 6199 Radical Love, Humanity and Self-Care in Education Research (elective)
  • C&T 6199 Reviewing Literature and Writing Literature Reviews (elective)
  • C&T 6400 Internship Program in Curriculum Research (Internship, supervision, and seminar for Teacher Opportunity Corps pre-service teachers, required)
  • C&T 6514 Advanced Seminar in Early Childhood Education II (Ed.D. in Early Childhood Education, required)
  • C&T 6535 Advanced Seminar: Freire Culture Circles (elective)
  • C&T 7500 Dissertation Seminar (Ed.D., required)
  • C&T 8900 Dissertation Advisement  (Ed.D., required)
  • EDP 4036 Anti-Racist Curriculum, Pedagogy, & Leadership (online; required for RESI advanced certificate)

Courses

Related Articles

TC's Mariana Souto-Manning Talks to WNYC About the Importance of Diversity in Children's Literature

Souto-Manning, Associate Professor of Education, tells talk show host Brian Lehrer that children need books that both reflect and expand their worlds.

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Souto-Manning to New York Times: Latino Kids Need to See Themselves in School Literature

If they don't, said the Associate Professor of Education, "they start thinking their language, practices or familiar places and values don't belong in school."

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Sealey-Ruiz Co-Edits Special Journal Issue on the Disappearance of Black Teachers

Would fewer Black male students drop out if more Black men were teaching? The question, which has provoked much discussion and research by educators and academics, is now the focus of a special issue of the prestigious Journal of Negro Education (JNE), guest edited by Yolanda Sealey-Ruiz, TC Assistant Professor of English Education.

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TC Wins Federal Funding to Prepare Dually-Certified Early Childhood Teachers

A $1.25 million grant aims to increase the number of teachers serving very young children with special needs in Curriculum and Teaching.

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Oyler, Souto-Manning on NBC Channel 4 About Preparing Culturally Competent Teachers

In a story about the challenges faced by today's teachers, reporter Andrew Siff interviewed Professor Celia Oyler about TC's emphasis on preparing culturally competent teachers. Siff also filmed part of Professor Mariana Souto-Manning's class in Early Childhood Education and interviewed two TC students from that class about why they are passionate about teaching.

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Souto-Manning wins AERA Award for Innovations in Research on Diversity

The American Education Research Association (AERA) has selected Mariana Souto-Manning, Associate Professor of Education in the Curriculum & Teaching Department, to receive its Division K Innovations in Research on Diversity in Teacher Education, for "exemplary innovations in research on diversity."

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The Play is the Thing

At TC's Rita Gold Center, imagination is the curriculum

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Souto-Manning Receives Research Award

Mariana Souto-Manning, Associate Professor of Education in the Department of Curriculum and Teaching, received the 2009 Early Career Researcher Achievement Award from the National Conference on Research in Language and Literacy (NCRLL).

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TC Faculty Question Education Secretary's Vision

Writing in Education Week, a group of the College's faculty members query Arne Duncan on some of the ideas he laid out in his address to the TC community.

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A Group of TC Faculty Condemns the Release of Teacher Evaluations Based on Student Test Scores

Group of TC Faculty Condemn the Release of Teacher Evaluations Based on Student Test Scores

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