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Mariana Souto-Manning

Mariana Souto-Manning

D-Index & Metrics

Social Sciences and Humanities

D-Index
35
Citations
5119
World Ranking
6752
National Ranking
3276

Overview

Mariana Souto-Manning is affiliated with the Erikson Institute in the United States and has contributed extensively to research in social sciences, with a particular focus on education. Their work spans multiple subfields, including education, sociology and political science, linguistics and language, clinical psychology, and literature and literary theory. The scholar's research primarily addresses topics such as critical race theory in education, early childhood education and development, educator training and historical pedagogy, teacher education and leadership studies, multilingual education and policy, education discipline and inequality, and global education and multiculturalism.

Their recent publications demonstrate engagement with issues affecting educators of color and early childhood teaching contexts. Notable papers include:

  • Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19 (2021, Early Childhood Research Quarterly)
  • On the Harm Inflicted by Urban Teacher Education Programs: Learning From the Historical Trauma Experienced by Teachers of Color (2020, Urban Education)
  • On the Mis-Education of Teachers of Color: A Letter to Teacher Educators (2021, Journal of Teacher Education)
  • Silent expectations: An exploration of women pre-Kindergarten teachers' mental health and wellness during Covid-19 and beyond (2021, Early Childhood Research Quarterly)
  • ELA as English Language Abolition: Toward a Pedagogy of Communicative Belonging (2022, Reading Research Quarterly)

Mariana Souto-Manning frequently publishes in venues such as Early Childhood Research Quarterly, Urban Education, The Reading Teacher, Contemporary Issues in Early Childhood, and the Journal of Teacher Education, demonstrating a focus on educational research and policy discourse.

Their research collaborations are marked by repeated partnerships with the following co-authors:

  • Ayesha Rabadi-Raol
  • Jessica Martell
  • Pamela Epley
  • Samantha A. Melvin
  • Christopher Emdin

The scholar's work in critical race theory in education comprises nearly half of their research topics with 28 publications, highlighting a sustained examination of racial and equity issues in educational settings.

With a strong focus on early childhood education and educator experiences, particularly teachers of color in urban contexts, Mariana Souto-Manning's body of research addresses complex intersections of race, policy, pedagogy, and wellbeing within the educational landscape.

Best Publications

  • Teachers’ Beliefs about Parent and Family Involvement: Rethinking our Family Involvement Paradigm

    Mariana Souto-Manning;Kevin J. Swick

  • What Should Teacher Educators Know and Be Able to Do? Perspectives From Practicing Teacher Educators

    A. Lin Goodwin;Laura Smith;Mariana Souto-Manning;Ranita Cheruvu

  • Critical narrative analysis: the interplay of critical discourse and narrative analyses

    Mariana Souto-Manning

  • Making Justice Peripheral by Constructing Practice as “Core”: How the Increasing Prominence of Core Practices Challenges Teacher Education:

    Thomas M. Philip;Mariana Souto-Manning;Lauren Anderson;Ilana Horn

  • Negotiating Culturally Responsive Pedagogy through Multicultural Children's Literature: Towards Critical Democratic Literacy Practices in a First Grade Classroom.

    Mariana Souto-Manning

  • Multicultural Teaching in the Early Childhood Classroom: Approaches, Strategies and Tools, Preschool-2nd Grade

    Mariana Souto-Manning

  • (Re)Centering Quality in Early Childhood Education: Toward Intersectional Justice for Minoritized Children:

    Mariana Souto-Manning;Ayesha Rabadi-Raol

  • The Role of Action Research in Fostering Culturally-Responsive Practices in a Preschool Classroom

    Mariana Souto-Manning;Christina Hanson Mitchell

  • Race, Isolation, and Exclusion: What Early Childhood Teacher Educators Need to Know About the Experiences of Pre-Service Teachers of Color

    Ranita Cheruvu;Ranita Cheruvu;Mariana Souto-Manning;Mariana Souto-Manning;Tara Lencl;Marisa Chin-Calubaquib;Marisa Chin-Calubaquib

  • Teachers Act Up! Creating Multicultural Learning Communities Through Theatre

    Melisa Cahnmann-Taylor;Mariana Souto-Manning;Johnny Saldana;Kris D Gutiérrez

  • Immigrant Families and Children (Re)Develop Identities in a New Context

    Mariana Souto-Manning

  • Analysing political discourse: Toward a cognitive approach

    Christopher Hart;Betsy Rymes;Mariana Souto-Manning;Cati Brown

  • Challenging and Appropriating Discourses of Power: Listening to and Learning from Early Career Early Childhood Teachers of Color.

    Mariana Souto-Manning;Ranita Cheruvu

  • Playing with Power and Privilege: Theatre Games in Teacher Education.

    Mariana Souto-Manning

  • The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups With Novice Bilingual Teachers

    Melisa Cahnmann-Taylor;Jennifer Wooten;Mariana Souto-Manning;Jaime L. Dice

  • Teacher as Researcher: Teacher Action Research in Teacher Education.

    Mariana Souto-Manning

  • teacher inquiries into gay and lesbian families in early childhood classrooms

    Mariana Souto-Manning;Jill Hermann-Wilmarth

  • A Critical Look at Bilingualism Discourse in Public Schools: Autoethnographic Reflections of a Vulnerable Observer.

    Mariana Souto-Manning

  • Early Childhood Teachers of Color in New York City: Heightened Stress, Lower Quality of Life, Declining Health, and Compromised Sleep Amidst COVID-19

    Mariana Souto-Manning;Samantha A. Melvin

  • Toward praxically-just transformations: interrupting racism in teacher education

    Mariana Souto-Manning

  • Teaching English Learners: Building on Cultural and Linguistic Strengths.

    Mariana Souto-Manning

Frequent Co-Authors

Allan Luke
Allan Luke Queensland University of Technology
Kris D. Gutiérrez
Kris D. Gutiérrez University of California, Berkeley

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