Dr. Joanne E. Marciano is Assistant Professor of English Education and Coordinator of the Master of Arts in Teaching and Curriculum in the College of Education’s Department of Teacher Education at Michigan State University.
Joanne received her doctorate from the Department of Curriculum and Teaching at Teachers College, Columbia University, and is the recipient of a 2019-2021 Reading Hall of Fame Emerging Scholars Fellowship.
Joanne is co-author of the newly released book Classroom Cultures: Equitable Schooling for Racially Diverse Youth (Teachers College Press) with Michelle G. Knight-Manuel. Joanne has also published research findings in Urban Education, the International Journal of Qualitative Studies in Education, English Journal, The International Journal of Mentoring and Coaching in Education, The Urban Review, Literacy, and the eJournal of Public Affairs. Her published research findings also include, with Dr. Michelle G. Knight, College Ready: Preparing Black and Latina/o Youth for Higher Education – A Culturally Relevant Approach (Teachers College Press, 2013), named by the University of Pittsburgh’s Center for Urban Education as one of its 2017 “Must Read Titles in Urban Education.” Joanne is a 2013 recipient of an American Educational Research Association, Division J Student Travel Award; and a 2013 nominee of the Big Apple Awards: Recognizing Teacher Excellence in New York City. She has presented research findings at numerous national and international conferences, including the annual meetings of the American Educational Research Association, the Literacy Research Association, and the National Council of Teachers of English.
Joanne’s research focuses on assets-based considerations of Black and Latinx youth to highlight approaches for supporting their college-going new media literacy practices. In doing so, Joanne seeks to extend understandings of how curriculum and instruction, co-designed and co-authored with youth, and emerging from and with youth’s communicative repertories, reimagines enactments of teaching and learning toward social justice. Joanne’s work builds upon culturally relevant and sustaining educational and research approaches and Youth Participatory Action Research to highlight how and why Black and Latinx youth engage in “culturally relevant peer interactions” supportive of their literacies learning, and college readiness and access, within and across school contexts.
In her work, Joanne highlights possibilities for educators to work against prevalent deficit-oriented notions of youth peer groups, creating opportunities for youth to draw upon their shared cultural and lived experiences as they seek collective goals of academic achievement and college access. Moreover, Joanne’s work calls for the inclusion of youth’s social media practices in curricular, instructional, and institutional strategies and policies, and educational research, highlighting new directions for assisting youth in supporting their own and peers’ literacy practices, college-readiness, and college access.
Joanne’s most recent research projects include co-developing and co-facilitating a series of professional development workshops for more than 500 educators involved in the work of the New York City Department of Education’s Expanded Success Initiative aimed at increasing college readiness and access for Black and Latino young men. She also co-developed and co-facilitated a Youth Participatory Action Research project with 20 youth in the U.S. Midwest as they collaboratively examined issues of educational inequities in their community.
From 2002 to 2015, Joanne taught secondary English at a public high school in Brooklyn, NY.