Dr. Michelle Salazar Pérez is the J. Paul Taylor Endowed Professor and Associate Professor of Early Childhood Education at New Mexico State University. She received her Ph.D. in Curriculum and Instruction with an emphasis in Early Childhood at Arizona State University. Prior to this, she received her M.S. in Educational Psychology and B.S. in Interdisciplinary Studies/Early Childhood Education from Texas A&M University in College Station.
Dr. Pérez has worked as an educator in a variety of early childhood settings and was coordinator of a Texas A&M, urban education student teaching program based in Houston, Texas. While completing her Ph.D. at ASU, with support from Tulane University, from 2007-2009 she lived in New Orleans, Louisiana, where she participated in grassroots community efforts to challenge the privatization of public education, housing, and other public services after the failure of the levees post-Katrina.
In her scholarship and teaching, Dr. Pérez uses women of color feminisms to examine dominant constructions of childhood/s, particularly how they influence public policy and the lived experiences of marginalized people/s. She is part of local, national, and international collaboratives and organizations that advocate for equity and social justice for minoritized youth, families, and communities.
Recent Publications (see scholarship page for a full list of publications):
Pérez, M.S. (2018). What does the Every Student Succeeds Act (ESSA) mean for early childhood education? A history of NCLB’s impact on early childhood education and insights for the future under ESSA. Teachers College Record, 120(13). https://www.tcrecord.org/Issue.asp?volyear=2018&number=13&volume=120
Pérez, M.S., Kim, K., & Cahill, B. (2018). Myrna’s children’s village: Reflections on a dynamic early childhood lab school community in southern New Mexico. Contemporary Issues in Early Childhood, 19. http://journals.sagepub.com/eprint/6EEi5WnXgJQPJd9GJxWt/full
Ruiz Guerrero, M.G., & Pérez, M.S. (2018). Rethinking health, safety, and nutrition through a Black feminist lens: An early childhood teacher educator’s transformative journey. In N. Yelland. & D. Frantz Bentley (Eds.), Found in translation: Connecting reconceptualist thinking with early childhood education practices (pp. 40-57). New York, NY: Routledge. https://www.routledge.com/Found-in-Translation-Connecting-Reconceptualist-Thinking-with-Early-Childhood/Yelland-Bentley/p/book/9781138057074
Saavedra, C.M., & Pérez, M.S. (2018). Global south approaches to bilingual and early childhood teacher education: Disrupting global north neoliberalism. Policy Futures in Education, 16(6), 749-763. http://journals.sagepub.com/toc/pfe/current
Axelrod, Y., Black, F., Cheruvu, R., Murphy, A.M., Pérez, M.S., Rabadi-Raol, A., Rollins, E., & Saavedra, C.M. (Alphabetical Listing) (2018). Representation of people of color in critical early childhood spaces: Issues and possibilities. Commentary for Teachers College Record. https://www.tcrecord.org/Opinion.asp
Pérez, M.S., & Saavedra, C.M. (2017). A call for onto-epistemological diversity in early childhood education and care: Centering global south
conceptualizations of childhood/s. Review of Research in Education, 41(1), 1-29. http://journals.sagepub.com/toc/rrea/41/1
Pérez, M.S., Saavedra, C.M., & Habashi, J. (Eds). (2017). Special Issue for Global Studies of Childhood (GSC), Rethinking Global North Onto-
Epistemologies in Childhood Studies, 7(2), Summer Issue. http://journals.sagepub.com/toc/gsca/7/2
Armstrong-Carela-Martínez-Pérez-Ruiz Guerrero, A. B. V. M. M. (2017). Writing the experiences and (corporeal) knowledges of women of color into
educational studies: A colloquium. Pedagogy & (Im)Possibilities across Education Research, 1(1), 1-14. http://newprairiepress.org/piper/vol1/iss1/2/
Pérez, M.S. (2017). Black feminist thought in early childhood studies: (Re)centering marginalized feminist perspectives. In K. Smith, K. Alexander, &
S. Campbell (Eds.), Feminism(s) in early childhood: Using feminist theories in research and practice (pp. 49-62). New York, NY: Springer. www.springer.com/us/book/9789811030550
Saavedra, C.M., & Pérez, M.S. (2017). Chicana/Latina feminist critical qualitative inquiry: Meditations on global solidarity, spirituality, and the land. International Review of Qualitative Research, 10(4), 450-467. http://irqr.ucpress.edu/content/10/4
Awards & Recognitions:
Co-Authored Article (with Saavedra) Named Top Five in “Most Read Education Research Articles of 2017” for AERA’s Review of Research in Education Journal www.aera.net/Newsroom/AERA-Announces-Most-Read-Education-Research-Articles-of-2017#RRE
Dean's Excellence in Research Faculty Award, College of Education, New Mexico State University (Fall, 2015)
Exceptional Achievement in Creative Scholarly Activity, Early Career Award, University Research Council, New Mexico State University (Fall, 2014)
Outstanding Dissertation Award, American Educational Research Association, Critical Perspectives on Early Childhood Education SIG (Spring, 2011)