Research:
Dr. Souto-Manning’s research examines the process of culturally and linguistically diverse children’s changing participation within sociocultural activities in homes, schools and communities. She studies how children, families, and teachers from diverse backgrounds shape and are shaped by discursive practices as well as the ways in which children develop language and literacy while involved in sociocultural activities as they simultaneously inherit language and literacy practices invented by others. Her line of research focuses on building deeper understandings of linguistic and cultural diversity in the field of early childhood education, providing windows into the educational practices of young children and families from populations who are often marginalized.

Outreach:
Dr. Souto-Manning is Co-Director of the Birth through Five Program. In addition, she co-directs two federal grants that seek to prepare high quality teachers for diverse schools (TELL, Teachers for English Language Learners & REED, Responsive Early Education for Diversity). She is committed to providing in-service and pre-service professional development that focus on building on the strengths of culturally and linguistically diverse children.

Teaching:
Early Language and Literacy Development; Assessment and Observation of Young Children

Interests:
From a critical perspective, I examine the sociocultural and historical foundations of schooling, language development, literacy practices, cultures, and discourses. I study how children, families, and teachers from diverse backgrounds shape and are shaped by discursive practices, employing a methodology that combines discourse analysis with ethnographic investigation.

Education:

Selected Publications/Presentations:

Souto-Manning, M. (under contract). Culture circles: Critical pedagogy in action. New York: Peter Lang.

Cahnmann-Taylor, M., & Souto-Manning, M. (under contract). Teachers act up! Performing our lives, enacting change: Critical approaches to multicultural teacher education. New York: Teachers College Press.

Jennings, L., Jewett, P., Laman, T., Souto-Manning, M., and Wilson, J.(Eds.). (in press). Discursive moves and agentive possibilities: Critical dialogue across educational contexts. Cresskill, NJ: Hampton Press.

 Souto-Manning, M. (in press; 2009). Family involvement: Considering challenges, building on strengths. Young Children.

 Cahnmann-Taylor, M., Souto-Manning, M., Wooten, J., & Dice, J. (in press; 2009). The art & science of educational inquiry: Analysis of performance-based focus groups with novice bilingual teachers. Teachers College Record.

 Souto-Manning, M. (in press; 2009). Negotiating critical democratic literacy practices in an early childhood classroom. Journal of Early Childhood Literacy, 9(2).

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

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

 Souto-Manning, M. (in press; 2008). Acting out and talking back: Negotiating discourses in American early educational settings. Early Child Development and Care.

 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. (2005). Teaching English Language Learners: Addressing multiple needs through differentiated instruction. Connections, 42 (2),1-10.

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

Souto-Manning, M. with Dice, J.(in press). 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.

Souto-Manning, M. (in press). Bilingualism and cultural identity in the early years. In C. Koch & C. Reyes (Eds.), Diversity in human behavior. New York: Worth Publishers.

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.

Souto-Manning, M. (in press). Critical narrative analysis of classroom discourse: Culture circles as a framework for empowerment and social action.InL. Jennings, P. Jewett, T. Laman, M. Souto-Manning, and J. Wilson(Eds.), Discursive moves and agentive possibilities: Critical dialogue across educational contexts. Cresskill, NJ: Hampton Press.

 Jennings, L., Jewett, P., Laman, T., Souto-Manning, M., and Wilson, J. (in press). Discursive moves and agentive possibilities. InL. Jennings, P. Jewett, T. Laman, M. Souto-Manning, and J. Wilson(Eds.), Discursive moves and agentive possibilities: Critical dialogue across educational contexts. Cresskill, NJ: Hampton Press.

 Jennings, L., Jewett, P., Laman, T., Souto-Manning, M., and Wilson, J. (in press). Critical dialogue across educational contexts. InL. Jennings, P. Jewett, T. Laman, M. Souto-Manning, and J. Wilson(Eds.), Discursive moves and agentive possibilities: Critical dialogue across educational contexts. Cresskill, NJ: Hampton Press.