http://pocketknowledge.tc.columbia.edu/home.php/browse/5111? Associate Professor of Education<br /><br />Educational Background:<br />Ph.D. (Curriculum and Teaching). University of California, Los Angeles <br /><br />M.A. (TESOL, Language Development Specialist Credential/CLAD). Monterey Institute of International Studies <br /><br />B.A., (French and Secondary Education Teacher Certification). Franklin and Marshall College <br /><br />Scholarly Interests:<br />Equity Issues in Urban Education; Teacher Education; Qualitative Research. Specifically:<br /><br />- Youth Studies<br />- Multicultural Feminisms<br />- Culturally Relevant Pedagogy<br />- African-American Teaching Practices with Diverse Populations<br /> - Culturally Grounded Research Methodologies Associate Professor of Education<br /><br />Educational Background:<br />Ph.D. (Curriculum and Teaching). University of California, Los Angeles <br /><br />M.A. (TESOL, Language Development Specialist Credential/CLAD). Monterey Institute of International Studies <br /><br />B.A., (French and Secondary Education Teacher Certification). Franklin and Marshall College <br /><br />Scholarly Interests:<br />Equity Issues in Urban Education; Teacher Education; Qualitative Research. Specifically:<br /><br />- Youth Studies<br />- Multicultural Feminisms<br />- Culturally Relevant Pedagogy<br />- African-American Teaching Practices with Diverse Populations<br /> - Culturally Grounded Research Methodologies en-us Tue, 21 May 2013 13:59:47 EDT Michelle G. Knight Collection http://pocketknowledge.tc.columbia.edu/home.php/viewfile/104223 Michelle Knight-Diop in her article, Pedagogical Possibilities, talks about how understanding the relationship between emotion and knowledge can help transform the teaching practice. Michelle Knight-Diop in her article, Pedagogical Possibilities, talks about how understanding the relationship between emotion and knowledge can help transform the teaching practice. EdLab Team EdLab Team Tue, 21 May 2013 20:10:00 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/104223 http://pocketknowledge.tc.columbia.edu/home.php/browse/5111? http://pocketknowledge.tc.columbia.edu/home.php/viewfile/104222 Teaching, leading, and learning are inextricably connected to emotions. Yet, the significance of emotions is rarely addressed in educational settings, and when it is, the relationship between emotions and curricula is most often framed by of an overly individualistic behavior model that focuses on the management and regulation of emotions. This model obscures, if not denies, the structural-collective aspects of students� and teachers� emotions and thereby fails to recognize that emotions are culturally based, with patterns of selectivity deeply embedded in social and cultural structures. These patterns of selectivity operate to influence decisions that can lead to educational and social (in)equities. This article focuses on an imperative to understand how emotions function as sites of knowledge to create cultural rules of interactions that promote and/or hinder the preparation of teachers to act as agents of change. Teaching, leading, and learning are inextricably connected to emotions. Yet, the significance of emotions is rarely addressed in educational settings, and when it is, the relationship between emotions and curricula is most often framed by of an overly individualistic behavior model that focuses on the management and regulation of emotions. This model obscures, if not denies, the structural-collective aspects of students� and teachers� emotions and thereby fails to recognize that emotions are culturally based, with patterns of selectivity deeply embedded in social and cultural structures. These patterns of selectivity operate to influence decisions that can lead to educational and social (in)equities. This article focuses on an imperative to understand how emotions function as sites of knowledge to create cultural rules of interactions that promote and/or hinder the preparation of teachers to act as agents of change. Michelle Knight, Heather Oesterreich Michelle Knight, Heather Oesterreich Tue, 21 May 2013 20:10:00 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/104222 http://pocketknowledge.tc.columbia.edu/home.php/browse/5111? http://pocketknowledge.tc.columbia.edu/home.php/viewfile/21800 The overarching project within this book is the call, argument, and challenge of bringing the discourses of cultural studies to bear on curriculum and pedagogy in the field of teacher education. This call for an emphasis on cultural studies in teacher education is situated within the debates of multicultural education. While acknowledging the contributions of the field of multicultural education, Edgerton effectively describes and succinctly critiques historical and contemporary debates surrounding multicultural education. Her critique sets forth some of the limitations of multicultural education and positions cultural studies as a site of possibility for interdisciplinary, cross-cultural approaches that go beyond multicultural practices as currently conceived. She describes the limits of “add-on” multicultural curriculum and recommends a move toward a translated curriculum of difference that permits cross-cultural encounters of discourses that speak lives as they are or might be lived. For example, Edgerton argues for the use of “literary works authored... (preview truncated at 150 words.) The overarching project within this book is the call, argument, and challenge of bringing the discourses of cultural studies to bear on curriculum and pedagogy in the field of teacher education. This call for an emphasis on cultural studies in teacher education is situated within the debates of multicultural education. While acknowledging the contributions of the field of multicultural education, Edgerton effectively describes and succinctly critiques historical and contemporary debates surrounding multicultural education. Her critique sets forth some of the limitations of multicultural education and positions cultural studies as a site of possibility for interdisciplinary, cross-cultural approaches that go beyond multicultural practices as currently conceived. She describes the limits of “add-on” multicultural curriculum and recommends a move toward a translated curriculum of difference that permits cross-cultural encounters of discourses that speak lives as they are or might be lived. For example, Edgerton argues for the use of “literary works authored... (preview truncated at 150 words.) Michelle G. Knight Michelle G. Knight Tue, 21 May 2013 20:00:00 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/21800 http://pocketknowledge.tc.columbia.edu/home.php/browse/5111? http://pocketknowledge.tc.columbia.edu/home.php/viewfile/21700 The overarching project within this book is the call, argument, and challenge of bringing the discourses of cultural studies to bear on curriculum and pedagogy in the field of teacher education. This call for an emphasis on cultural studies in teacher education is situated within the debates of multicultural education. While acknowledging the contributions of the field of multicultural education, Edgerton effectively describes and succinctly critiques historical and contemporary debates surrounding multicultural education. Her critique sets forth some of the limitations of multicultural education and positions cultural studies as a site of possibility for interdisciplinary, cross-cultural approaches that go beyond multicultural practices as currently conceived. She describes the limits of “add-on” multicultural curriculum and recommends a move toward a translated curriculum of difference that permits cross-cultural encounters of discourses that speak lives as they are or might be lived. For example, Edgerton argues for the use of “literary works authored... The overarching project within this book is the call, argument, and challenge of bringing the discourses of cultural studies to bear on curriculum and pedagogy in the field of teacher education. This call for an emphasis on cultural studies in teacher education is situated within the debates of multicultural education. While acknowledging the contributions of the field of multicultural education, Edgerton effectively describes and succinctly critiques historical and contemporary debates surrounding multicultural education. Her critique sets forth some of the limitations of multicultural education and positions cultural studies as a site of possibility for interdisciplinary, cross-cultural approaches that go beyond multicultural practices as currently conceived. She describes the limits of “add-on” multicultural curriculum and recommends a move toward a translated curriculum of difference that permits cross-cultural encounters of discourses that speak lives as they are or might be lived. For example, Edgerton argues for the use of “literary works authored... Michelle G. Knight Michelle G. Knight Tue, 21 May 1996 13:59:48 -0400 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/21700 http://pocketknowledge.tc.columbia.edu/home.php/browse/5111? http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18738 Explores a self-reflective effort to engage teachers, administrators and community leaders in qualitative inquiry within a multicultural feminist framework. Locating one's social identities; Information on how educators and researchers address inequities; Representing research results. Explores a self-reflective effort to engage teachers, administrators and community leaders in qualitative inquiry within a multicultural feminist framework. Locating one's social identities; Information on how educators and researchers address inequities; Representing research results. Michelle G. Knight Michelle G. Knight Tue, 21 May 2013 20:00:00 -0400 Educators, Multiculturalism, Education Research http://pocketknowledge.tc.columbia.edu/home.php/viewfile/18738 http://pocketknowledge.tc.columbia.edu/home.php/browse/5111? http://pocketknowledge.tc.columbia.edu/home.php/viewfile/3624 Two-year ethnographic study with 25 working-class, 9th-and 10th-grade, black and Latino/Latina students to examine how they interpret and negotiate college-going processes. Findings suggest three interrelated strategies of negotiations: (1) challenging negative perceptions and expectations of urban youth; (2) "passing" academic coursework; and (3) connecting high school and college-testing cultures. Two-year ethnographic study with 25 working-class, 9th-and 10th-grade, black and Latino/Latina students to examine how they interpret and negotiate college-going processes. Findings suggest three interrelated strategies of negotiations: (1) challenging negative perceptions and expectations of urban youth; (2) "passing" academic coursework; and (3) connecting high school and college-testing cultures. Michelle Knight Michelle Knight Tue, 21 May 2013 20:03:00 -0400 Ethnography, Urban Youth, Academic achievement, College Admission, Secondary School Students, Black Students, College Entrance Examinations, Core Curriculum, Educational Testing, Grade 10, Grade 9 http://pocketknowledge.tc.columbia.edu/home.php/viewfile/3624 http://pocketknowledge.tc.columbia.edu/home.php/browse/5111? http://pocketknowledge.tc.columbia.edu/home.php/viewfile/3623 This article builds on the growing body of research on preparing African-American pre-service teachers for culturally diverse urban environments. I specifically focus on a two year qualitative case study of Amy, an African-American pre-service teacher, to highlight five themes of a Black humanist vision of care. These themes emphasize the following: (1) culturally affirming practices of multiple cultures; (2) the 'fortitude' to persevere in the midst of adversity; (3) both the ability to recognize and the willingness to address difference and inequities; (4) the importance of the whole child; and (5) the ability to see oneself as a teacher engaging as part of a collective in challenging inequities. Amy's narrative underscores how these themes emerged within, between, and among her family experiences, K-12 schooling experiences and experiences in the teacher education program. I conclude with implications of a Black humanist vision of care in within teacher education programs. This article builds on the growing body of research on preparing African-American pre-service teachers for culturally diverse urban environments. I specifically focus on a two year qualitative case study of Amy, an African-American pre-service teacher, to highlight five themes of a Black humanist vision of care. These themes emphasize the following: (1) culturally affirming practices of multiple cultures; (2) the 'fortitude' to persevere in the midst of adversity; (3) both the ability to recognize and the willingness to address difference and inequities; (4) the importance of the whole child; and (5) the ability to see oneself as a teacher engaging as part of a collective in challenging inequities. Amy's narrative underscores how these themes emerged within, between, and among her family experiences, K-12 schooling experiences and experiences in the teacher education program. I conclude with implications of a Black humanist vision of care in within teacher education programs. Michelle Knight Michelle Knight Tue, 21 May 2013 20:04:00 -0400 Race, Training of teachers, ethnicity, African American, humanists, urban ecology http://pocketknowledge.tc.columbia.edu/home.php/viewfile/3623 http://pocketknowledge.tc.columbia.edu/home.php/browse/5111?