Knight-Manuel, Michelle G. (mk700)

Michelle Georgia Knight-Manuel

Professor of Education
Executive Editor, Teachers College Record
212-678-4136

Office Location:

303 Zankel

Educational Background

Ph.D. (Curriculum and Teaching). University of California, Los Angeles

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.

Oesterreich & Knight,  (2010). Facilitating transitions to college for students from culturally and linguisticlaly diverse backgrounds. In M. Adams, W. J. Blumenfeld, C. Castenada, H.W. Hackman, M.L. Peters, and X Zuniga (Eds.) Readiings for Divesrity and Social Justice (2nd Ed.) London: Routledge PressTeachers College Record,113(6), 1275-1292.

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.
 

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 Review16(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.


Related Articles

TC at AERA, 2008

Hank Levin is giving the Distinguished Lecture; Janet Miller is receiving a lifetime achievement award; Susan Fuhrman, Amy Wells, Jeanne Brooks-Gunn and Edmund Gordon are speaking in Presidential Sessions, and Gordon and colleagues are part of "A Scholar's Evening in Harlem." And then there's the research.

TC's Knight Highlights College Application Challenges for Immigrants

Applying to college is especially tough for first generation immigrants, but the first step is to demystify the process, says TC's Michelle Knight, quoted in an article in Teaching Tolerance.

TC at AERA

This year's TC presentations range from using video to prepare preservice teachers to the educational impact of natural disasters

TC at AERA 2010

This year's annual meeting of the American Educational Research Association (AERA), themed "Understanding Complex Ecologies in a Changing World," which will be held April 30 - May 4 in Denver, will include the participation of nearly 175 TC faculty and students. Highlights follow; for a more comprehensive listing of TC participation in the 2010 AERA annual conference, please visit www.tc.edu/aera2010

Making the Case for Art Education

TC faculty and students weigh in at the National Art Education Association convention

Being Alive Twice

A small working group of faculty became students again as they pondered the implications of globalization

Lost in Translation

The United States is becoming a majority non-white nation. To truly level the playing field, non-whites will need to reclaim and recast their own narratives.

Back to skip to quick links