Michelle G Knight-Manuel
Biographic Data
| ID | 6007567 |
|---|---|
| NAME | Michelle G Knight-Manuel |
| GIVEN NAMES | Michelle G |
| FAMILY NAME | Knight-Manuel |
| SIGNATURE | KNIGHT-MANUEL M G |
| AFFILIATIONS | Teachers College, Columbia University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 31 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Opening Pandora’s box
Given the influx of immigrants and refugees in Turkey and across the globe, our study aims to examine how elementary teachers in Turkey are responding to the growing needs of immigrant and refugee students. Drawing on culturally relevant pedagogical frameworks, we interviewed 21 teachers to highlight if and how they build on cultural and individual strengths to reimagine educational contexts. In our phenomenological study, we found that teachers …
Envisioning the Future of TCR
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good
Humanizing the Black Immigrant Body
Background/Context This conceptual essay contributes to recent education research on immigrant youth from West African countries that examines the interplay of popularized narratives of immigrant youth and young adults, and their Diasporic literacy practices. Specifically, we examine embodied Diaspora literacies as affirming and extending presences and absences of Black immigrant bodies across two contexts: an after-school African Club, and a qua…
It’s All Possible”
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Color Does Not Equal Consciousness
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education-professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators' work to further their own sociopolitic…
It’s All Possible”
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Color Does Not Equal Consciousness
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education-professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators' work to further their own sociopolitic…
It’s All Possible”
This article examines how 18 teachers, counselors, administrators, and support staff from seven New York City public high schools collaborated during the Black and Latino Male Professional Development Initiative (a pseudonym) to develop a “culturally relevant, schoolwide, college-going culture” supportive of Black and Latino males’ college readiness and access. We draw from a mixed-methods empirical research study to discuss participants’ changin…
Color Does Not Equal Consciousness
This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education-professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators' work to further their own sociopolitic…
Humanizing the Black Immigrant Body
Background/Context This conceptual essay contributes to recent education research on immigrant youth from West African countries that examines the interplay of popularized narratives of immigrant youth and young adults, and their Diasporic literacy practices. Specifically, we examine embodied Diaspora literacies as affirming and extending presences and absences of Black immigrant bodies across two contexts: an after-school African Club, and a qua…
Envisioning the Future of TCR
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good
Opening Pandora’s box
Given the influx of immigrants and refugees in Turkey and across the globe, our study aims to examine how elementary teachers in Turkey are responding to the growing needs of immigrant and refugee students. Drawing on culturally relevant pedagogical frameworks, we interviewed 21 teachers to highlight if and how they build on cultural and individual strengths to reimagine educational contexts. In our phenomenological study, we found that teachers …
Pedagogy (5 works) · Sociology (5 works) · Critical Race Theory in Education (3 works) · Gender Studies (3 works) · Political science (3 works) · Psychology (3 works) · Black male (2 works) · Higher Education Research Studies (2 works) · Immigration (2 works) · Medical education (2 works)