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Special Commentary Series on Community Colleges

by Michelle G. Knight-Manuel - January 19, 2022

I am delighted and honored to share that we are launching a special commentary series on community colleges starting January 28, 2022.

I am delighted and honored to share that we are launching a special commentary series on community colleges starting January 28, 2022. The series will be guest edited by Robin G. Isserles (Borough of Manhattan Community College) and David Levinson (Connecticut State Colleges & Universities). The health pandemic has forced us to pay closer attention to marginalized communities and disenfranchised families. In so doing, we have a tremendous opportunity to engage in understanding how we might better serve our students for whom inequities on multiple fronts have been exacerbated. This commentary series invites community college practitioners, as well as those who serve in some leadership capacity, to create a model of substantive dialogue between people with different relationships to community colleges. The series will span 10 weeks and will be featured on both our homepage and Twitter. We hope that this series will both spur substantive conversation and advance actions toward more equitable outcomes for minoritized community college students.

In addition to the special commentary series, TCR will continue to accept original essays that address topics, issues, or events that are relevant to the field of education. Thank you for visiting this online forum in the ensuing weeks to share your thoughts, questions, and concerns with all those interested in making positive change.

Cite This Article as: Teachers College Record, Date Published: January 19, 2022
https://www.tcrecord.org ID Number: 23957, Date Accessed: 1/26/2022 3:40:17 AM

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About the Author
  • Michelle G. Knight-Manuel
    Teachers College, Columbia University
    E-mail Author
    MICHELLE G. KNIGHT-MANUEL, Ph.D., is a Professor in the Department of Curriculum and Teaching at Teachers College, Columbia University. Her scholarly work includes three distinct yet complementary strands of inquiry: college readiness and access, immigrant youth’s civic strengths, and culturally relevant teacher preparation and professional development. She has published in such journals as the American Educational Research Journal, Teachers College Record, Race, Ethnicity and Education, Review of Research in Education, and the Journal of Educational Policy. Her two books, co-authored with Joanne Marciano, are Classroom Cultures: Equitable Schooling for Racially Diverse Youth and College Ready: Preparing Black and Latino Youth for Higher Education through a Culturally Relevant Lens.
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