EDITED SCHOLARSHIP
Journal Special Issues
Osgood, J., Robinson, K., Jones Diaz, C., Andersen, C.E., Pérez, M.S., Gunn, A., & Surtees, N. (Eds.). (2019). Special Issue for the Contemporary Issues in Early Childhood (CIEC), Revisiting Diversity & Difference in Early Childhood through Children’s News Media, 20(4), Winter Issue. https://journals.sagepub.com/toc/ciea/20/4
Lee, I.F., & Pérez, M.S. (Eds). (2019). Special Issue for the International Critical Childhood Policy Studies Journal (ICCPSJ), Foggy Futures in Education: The Looming Storms of School Choice and Voucher Programs, 7(2). http://journals.sfu.ca/iccps/index.php/childhoods/issue/view/School%20Choice%20and%20Vouchers
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
Saavedra, C.M. & Pérez, M.S. (Eds). (2014). Special Issue for the Journal of Latino-Latin American Studies (JOLLAS), Rethinking Methodologies: Chicana/Latina Feminist(s) Possibilities, 6(2), Fall Issue. http://jollas.org/toc/llas/6/2
Saavedra, C.M., & Pérez, M.S. (Eds). (2013). Special Issue for the Journal of Latino-Latin American Studies (JOLLAS), Chicana/Latina Feminism(s): Negotiating Pedagogical Borderlands, 5(3), Winter Issue. http://jollas.org/toc/llas/5/3
Handbook
Yelland, N., Peters, L.E., Fairchild, N., Tesar, M., & Pérez, M.S. (Eds.). (2021). The Sage handbook of global childhoods. Sage.
Books
Cannella, G.S., Pérez, M.S., & Lee, I.F. (Eds). (2015). Critical examinations of quality in childhood education and care: Regulation, disqualification, and erasure. Peter Lang. https://www.peterlang.com/view/product/31229?format=EPUB
Cannella, G.S., Pérez, M.S., & Pasque, P.A. (Eds). (2015). Critical qualitative inquiry: Foundations and futures. Routledge [Previously Left Coast Press]. https://www.routledge.com/Critical-Qualitative-Inquiry-Foundations-and-Futures/Cannella-Perez-Pasque/p/book/9781629580128
AUTHORED PUBLICATIONS
Journal Articles *graduate student, **undergraduate student, +alphabetical listing of authorship
Pérez, M. S., Saavedra, C. M., Jones, N. N., & Abril-Gonzalez, P. (2022). Woman of color feminisms as a vehicle for racially-just methodologies in educational research. International Journal of Research & Method in Education, 45(4), 323-329.
Díaz Bletrán, A., Abril-Gonzalez, P., Saavedra, C.M., & Pérez, M.S. (2021). Enlaces in reflections and (re)memberings as Latina border-crossers: Journeys of childhood and professional un/welcomings. Bank Street Occasional Papers, 45, 100-112.
Pérez, M.S., & Saavedra, C.M. (2020). Spiritual activism as a means for social transformation: Womanist and Chicana feminist possibilities. Equity and Excellence in Education, 53(3), 315-323. www.tandfonline.com/toc/ueee20/53/3?nav=tocList
Lucero, L., Araujo, B., & Pérez, M.S. (2020). Standardizing Latinx early childhood educators: (Un)intended consequences of policy reform to professionalize the workforce. Policy Futures in Education, 18(6), 725-738. https://journals.sagepub.com/toc/pfe/18/6
Pérez, M.S. (2019). Children’s media as a conduit for “unbiased” news: Critical reflections on the coverage of Trump’s presidential campaign. Contemporary Issues in Early Childhood, 20(4), 350-362. https://journals.sagepub.com/toc/ciea/20/4
Pérez, M.S., Kim, K., & Cahill, B. (2019). Myrna’s children’s village: Reflections on a dynamic early childhood lab school community in southern New Mexico. Contemporary Issues in Early Childhood, 20(3), 294-308. https://journals.sagepub.com/toc/ciea/20/3
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), 1-18. journals.sagepub.com/toc/tcza/120/13
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. https://journals.sagepub.com/toc/pfea/16/6
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
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
+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. newprairiepress.org/piper/vol1/iss1/2/
Pérez, M.S., *Ruiz Guerrero, M.G., & **Mora, E. (2016). Black feminist photovoice: Fostering critical awareness of diverse families and communities in early childhood teacher education. Journal of Early Childhood Teacher Education, 37(1), 41-60. http://www.tandfonline.com/toc/ujec20/37/1
Pérez, M.S., *+Medellin, K., & *+Rideaux, K. (2016). Repositioning childhood experiences within adult contexts: A Black feminist analysis of childhood/s regulation in early childhood care and education. Global Studies of Childhood, 6(1), 67-79. http://gsc.sagepub.com/content/6/1?etoc
Pérez, M.S. (2016/2017). ‘God bless Texas. God bless the NRA’. Problematizing Texas teachers as armed protectors in the aftermath of Sandy Hook. Cultural Studies <=> Critical Methodologies, 17(2), 140-146. http://journals.sagepub.com/toc/csca/17/2
Pérez, M.S., & Williams, E. (New Orleans community activist) (2014). Black feminist activism: Theory as generating collective resistance. Multicultural Perspectives (advancing the conversation), 16(3), 125–132. http://www.tandfonline.com/toc/hmcp20/16/3#.VEU06xaKWSo
Pérez, M.S. (2014). Complicating ‘victim’ narratives: Childhood agency within violent circumstances. Global Studies of Childhood, 4(2), 126-134.
http://gsc.sagepub.com/content/4/2.toc
Pérez, M.S., Cannella, G.S., & Saavedra, C.M. (2014). Combining qualitative research perspectives and methods for critical social purposes: The neoliberal U.S. childhood public policy behemoth. International Review of Qualitative Research, 7(1), 130-153. http://www.jstor.org/stable/10.1525/irqr.2014.7.issue-1
Pérez, M.S., & Pasque, P.A. (2013). Challenging the neoliberal climate in academia from mentoring perspectives: Critical reflections from our future selves. Cultural Studies< => Critical Methodologies, 13(6), 474-480. http://csc.sagepub.com/content/13/6.toc
Pérez, M.S., & Cannella, G.S. (2013). Situational analysis as an avenue for critical qualitative research: Mapping post Katrina New Orleans. Qualitative Inquiry, 19(7), 505-517. http://qix.sagepub.com/content/19/7.toc
Saavedra, C. M., & Pérez, M.S. (2012). Chicana and Black feminisms: Testimonios of theory, identity, and multiculturalism. Equity and Excellence in Education, 45(3), 430-443. http://www.tandfonline.com/toc/ueee20/45/3#.VEUwgxaKWSo
Cannella, G.S, & Pérez, M.S. (2012). Emboldened patriarchy in higher education: Feminist readings of capitalism, violence, and power. Cultural Studies <=> Critical Methodologies, 12(4), 279-286. http://csc.sagepub.com/content/12/4.toc
Cannella, G.S., & Pérez, M.S. (2008). Critical social science and the transformation of public (and policy) discourses: Constructing a critical childhood public policy. Hong Kong Journal of Early Childhood, 7(8), 33-39.
Book and Handbook Chapters *graduate student, +alphabetical listing of authorship
Ruiz Guerrero, M., & Pérez, M. S. (In press). Snack time: The “both/and” of an in-between praxis. In C. M. Myers, R. Hostler, K. Smith, & M. Tesar (Eds.), Every/day: Conceptualizing a mundane early childhood praxis. Routledge.
Shelby-Caffey, C., Abril-Gonzalez, P., & Pérez, M. S. (2022). Excavating the methodological terrains of life writing: How and why we engage in re-memberings of Black and Chicana/Latina lived experiences. In L. E. Bailey & K. Hinton (Eds.), Racial dimensions of life writing research. Information Age Publishing.
+*Odim, N., +Rideaux, K. S., & Pérez, M. S. (2022). Womanist praxis in early childhood education and care: Educators’ nourishment of mind-body-spirit relations. In R. Langford & B. Richardson (Eds.), Feminisms and the early childhood educator subject: A critical conversation. Bloomsbury.
Abril-Gonzalez, P., & Pérez, M.S. (2021). Pláticas on early childhood and bilingual education: Reckoning with the past to envision the future. In N. Yelland, L.E. Peters, N. Fairchild, M. Tesar, & M.S. Pérez (Eds.), The Sage handbook of global childhoods (pp. 111-124). Sage.
+Pérez, M.S., & +Saavedra, C.M. (2020). Womanist and Chicana/Latina feminist methodologies: Contemplations on the spiritual dimensions of research. In C. Taylor, C. Hughes, & J. Ulmer (Eds.), Transdisciplinary feminist research: Innovations in theory, method, and practice (pp. 124-137). Routledge. https://www.routledge.com/Transdisciplinary-Feminist-Research-Innovations-in-Theory-Method-and/Taylor-Ulmer-Hughes/p/book/9780367190040
Rideaux, K., & Pérez, M.S. (2019). Countering color-blindness in early childhood education: Enactments of social justice education by Black women educators. In S.A. Kessler, & B.B. Swadener (Eds.), Educating for Social Justice in Early Childhood (pp. 20-33). Routledge. https://www.book2look.com/book/ldXMggZocF
Pérez, M.S. (2019). Dismantling racialized discourses in early childhood education and care: A revolution towards reframing the field. In F. Nxumalo & C. P. Brown (Eds.), Disrupting and countering deficits in early childhood education (pp. 20-36). Routledge. https://www.book2look.com/book/L4VD4mkj9e
*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). Routledge. https://www.routledge.com/Found-in-Translation-Connecting-Reconceptualist-Thinking-with-Early-Childhood/Yelland-Bentley/p/book/9781138057074
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). Springer.
http://www.springer.com/us/book/9789811030550
Pérez, M.S., & Cahill, B. (2015). "Readiness" as central to the (re)production of quality discourses in the United States: An early childhood public policy analysis. In G.S. Cannella, M.S. Pérez, & I.F. Lee (Eds), Critical examinations of quality in childhood education and care: Regulation, disqualification, and erasure (pp. 8-25). Peter Lang. https://www.peterlang.com/view/product/31229?format=EPUB
Pasque, P.A., & Pérez, M.S. (2015). Centering critical inquiry: Methodologies that facilitate critical qualitative research. In G.S. Cannella, M.S. Pérez, & P.A. Pasque (Eds.), Critical qualitative inquiry: Foundations and futures (pp. 139-170). Routledge [Previously Left Coast Press]. https://www.routledge.com/Critical-Qualitative-Inquiry-Foundations-and-Futures/Cannella-Perez-Pasque/p/book/9781629580128
Pérez, M.S., & Saavedra, C.M. (2014/2018). Black and Chicana feminisms: Journeys towards spirituality and reconnection. In M. Bloch, B. B. Swadender, & G.S. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism (pp.157-166). Peter Lang. https://www.peterlang.com/view/product/30506. Second edition published in 2018: https://www.peterlang.com/view/product/88651?format=PBK
Pérez, M.S., & Cannella, G.S. (2011). Using situational analysis for critical qualitative research purposes. In N.K. Denzin & M.D. Giardina (Eds.), Qualitative inquiry and global crises (pp. 97-117). Routledge [Previously Left Coast Press]. https://www.routledge.com/Qualitative-Inquiry-and-Global-Crises/Denzin-Giardina/p/book/9781611320220
Pérez, M.S., & Cannella, G.S. (2010). Disaster capitalism as neoliberal instrument for the construction of early childhood education/care policy: Charter schools in post-Katrina New Orleans. In G.S. Cannella & L.D. Soto (Eds.), Childhoods: A handbook, Critical histories and contemporary issues (pp. 145-156). Peter Lang. https://www.peterlang.com/view/product/27911
Cannella, G.S., & Pérez, M.S. (2009). Power shifting at the speed of light: Critical qualitative research post-disaster. In N.K. Denzin &M.D. Giardina (Eds.), Qualitative inquiry and social justice: Toward a politics of hope (pp. 165-186). Routledge [Previously Left Coast Press].
https://www.routledge.com/Qualitative-Inquiry-and-Social-Justice-Toward-a-Politics-of-Hope/Denzin-Giardina/p/book/9781598744231
OTHER PUBLICATIONS (*graduate student)
Viruru, R., & Pérez, M.S. (2020). Universalization of childhood. In D. T. Cook (Ed.), Sage encyclopedia of children and childhood studies. Sage. https://us.sagepub.com/en-us/nam/the-sage-encyclopedia-of-children-and-childhood-studies/book245903
Pérez, M.S. (2019). Teacher identities and praxis: Women of color feminist possibilities. In S. Arndt (Ed.), Encyclopedia of teacher education: Teacher professional identity. Springer. https://link.springer.com/referenceworkentry/10.1007/978-981-13-1179-6_379-1
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., & *Martínez, V. L. (2016). Review of the book [Un]framing the "bad woman": Sor Juana, Malinche, Coyolxauhqui and other rebels with a cause, by A. Gaspar de Alba. Feminist Review, 114(1), 146-148. http://link.springer.com/article/10.1057/s41305-016-0021-z
Bloch, M.N., Cannella, G.S., Lee, I.F., Pérez, M.S., Kim, K., Tseng, C.L., & Wolff, K. (2016). The critical scholarship and policy debates again: Editors' introduction. International Critical Childhood Policy Studies Journal, 5(1), 1-4. http://journals.sfu.ca/iccps/index.php/childhoods/issue/view/14
Pérez, M.S., & Cannella, G.S. (2015). Reflections on using situational analysis for critical qualitative research purposes. In A.E. Clarke, C. Friese, & R. Washburn (Eds.), Situational analysis in practice: Mapping research with grounded theory (pp. 234-240). New York, NY: Routledge [Previously Left Coast Press]. https://www.routledge.com/Situational-Analysis-in-Practice-Mapping-Research-with-Grounded-Theory/Clarke-Friese-Washburn/p/book/9781629581071
Pérez, M.S., & Cannella, G.S. (2011). Window into grounded theory: Michelle Pérez and Gaile Cannella on the use of situational analysis. In M. Birks & J. Mills, Grounded theory: A practical guide (p. 142). Sage. Second edition released in 2015. http://www.sagepub.in/books/Book243177?siteId=sage-india&prodTypes=any&q=mills+and+birks&fs=1
INVITED REPRINTS
Saavedra, C. M., & Pérez, M.S. (2016). Chicana and Black feminisms: Testimonios of theory, identity, and multiculturalism. In D. Delgado Bernal, R. Burciaga, & J. Flores Carmona, J. (Eds.), Chicana/Latina testimonios as pedagogical, methodological, and activist approaches to social justice (chapter 4). New York: Routledge (journal special issue to book). https://www.routledge.com/products/9781138962972
Pérez, M.S., & Cannella, G.S. (2015). Using situational analysis for critical qualitative research purposes. In A.E. Clarke, C. Friese, & R. Washburn (Eds.), Situational analysis in practice: Mapping research with grounded theory (pp. 216-233). New York, NY: Routledge [Previously Left Coast Press]. https://www.routledge.com/Situational-Analysis-in-Practice-Mapping-Research-with-Grounded-Theory/Clarke-Friese-Washburn/p/book/9781629581071
Pérez, M.S., & Cannella, G.S. (2013). Situational analysis as an avenue for critical qualitative research: Mapping post Katrina New Orleans. In A.E. Clarke & K. Charmaz (Eds.), Grounded theory and situational analysis. 4 vols., Sage Benchmarks in Social Research Series (pp. 205-223). London: Sage. https://us.sagepub.com/en-us/nam/grounded-theory-and-situational-analysis/book235814#contents
Pérez, M.S., & Cannella, G.S. (2013). Using situational analysis for critical qualitative research purposes. In A.E. Clarke & K. Charmaz (Eds.), Grounded theory and situational analysis. 4 vols., Sage Benchmarks in Social Research Series (pp.131-147). London: Sage. https://us.sagepub.com/en-us/nam/grounded-theory-and-situational-analysis/book235814#contents
Pérez, M.S., & Cannella, G.S. (2011). Disaster capitalism as neoliberal instrument for the construction of early childhood education/care policy: Charter schools in post-Katrina New Orleans. International Critical Childhood Policy Studies Journal, 4(1), 47-68. http://journals.sfu.ca/iccps/index.php/childhoods/issue/view/11
Journal Special Issues
Osgood, J., Robinson, K., Jones Diaz, C., Andersen, C.E., Pérez, M.S., Gunn, A., & Surtees, N. (Eds.). (2019). Special Issue for the Contemporary Issues in Early Childhood (CIEC), Revisiting Diversity & Difference in Early Childhood through Children’s News Media, 20(4), Winter Issue. https://journals.sagepub.com/toc/ciea/20/4
Lee, I.F., & Pérez, M.S. (Eds). (2019). Special Issue for the International Critical Childhood Policy Studies Journal (ICCPSJ), Foggy Futures in Education: The Looming Storms of School Choice and Voucher Programs, 7(2). http://journals.sfu.ca/iccps/index.php/childhoods/issue/view/School%20Choice%20and%20Vouchers
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
Saavedra, C.M. & Pérez, M.S. (Eds). (2014). Special Issue for the Journal of Latino-Latin American Studies (JOLLAS), Rethinking Methodologies: Chicana/Latina Feminist(s) Possibilities, 6(2), Fall Issue. http://jollas.org/toc/llas/6/2
Saavedra, C.M., & Pérez, M.S. (Eds). (2013). Special Issue for the Journal of Latino-Latin American Studies (JOLLAS), Chicana/Latina Feminism(s): Negotiating Pedagogical Borderlands, 5(3), Winter Issue. http://jollas.org/toc/llas/5/3
Handbook
Yelland, N., Peters, L.E., Fairchild, N., Tesar, M., & Pérez, M.S. (Eds.). (2021). The Sage handbook of global childhoods. Sage.
Books
Cannella, G.S., Pérez, M.S., & Lee, I.F. (Eds). (2015). Critical examinations of quality in childhood education and care: Regulation, disqualification, and erasure. Peter Lang. https://www.peterlang.com/view/product/31229?format=EPUB
Cannella, G.S., Pérez, M.S., & Pasque, P.A. (Eds). (2015). Critical qualitative inquiry: Foundations and futures. Routledge [Previously Left Coast Press]. https://www.routledge.com/Critical-Qualitative-Inquiry-Foundations-and-Futures/Cannella-Perez-Pasque/p/book/9781629580128
AUTHORED PUBLICATIONS
Journal Articles *graduate student, **undergraduate student, +alphabetical listing of authorship
Pérez, M. S., Saavedra, C. M., Jones, N. N., & Abril-Gonzalez, P. (2022). Woman of color feminisms as a vehicle for racially-just methodologies in educational research. International Journal of Research & Method in Education, 45(4), 323-329.
Díaz Bletrán, A., Abril-Gonzalez, P., Saavedra, C.M., & Pérez, M.S. (2021). Enlaces in reflections and (re)memberings as Latina border-crossers: Journeys of childhood and professional un/welcomings. Bank Street Occasional Papers, 45, 100-112.
Pérez, M.S., & Saavedra, C.M. (2020). Spiritual activism as a means for social transformation: Womanist and Chicana feminist possibilities. Equity and Excellence in Education, 53(3), 315-323. www.tandfonline.com/toc/ueee20/53/3?nav=tocList
Lucero, L., Araujo, B., & Pérez, M.S. (2020). Standardizing Latinx early childhood educators: (Un)intended consequences of policy reform to professionalize the workforce. Policy Futures in Education, 18(6), 725-738. https://journals.sagepub.com/toc/pfe/18/6
Pérez, M.S. (2019). Children’s media as a conduit for “unbiased” news: Critical reflections on the coverage of Trump’s presidential campaign. Contemporary Issues in Early Childhood, 20(4), 350-362. https://journals.sagepub.com/toc/ciea/20/4
Pérez, M.S., Kim, K., & Cahill, B. (2019). Myrna’s children’s village: Reflections on a dynamic early childhood lab school community in southern New Mexico. Contemporary Issues in Early Childhood, 20(3), 294-308. https://journals.sagepub.com/toc/ciea/20/3
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), 1-18. journals.sagepub.com/toc/tcza/120/13
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. https://journals.sagepub.com/toc/pfea/16/6
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
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
+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. newprairiepress.org/piper/vol1/iss1/2/
Pérez, M.S., *Ruiz Guerrero, M.G., & **Mora, E. (2016). Black feminist photovoice: Fostering critical awareness of diverse families and communities in early childhood teacher education. Journal of Early Childhood Teacher Education, 37(1), 41-60. http://www.tandfonline.com/toc/ujec20/37/1
Pérez, M.S., *+Medellin, K., & *+Rideaux, K. (2016). Repositioning childhood experiences within adult contexts: A Black feminist analysis of childhood/s regulation in early childhood care and education. Global Studies of Childhood, 6(1), 67-79. http://gsc.sagepub.com/content/6/1?etoc
Pérez, M.S. (2016/2017). ‘God bless Texas. God bless the NRA’. Problematizing Texas teachers as armed protectors in the aftermath of Sandy Hook. Cultural Studies <=> Critical Methodologies, 17(2), 140-146. http://journals.sagepub.com/toc/csca/17/2
Pérez, M.S., & Williams, E. (New Orleans community activist) (2014). Black feminist activism: Theory as generating collective resistance. Multicultural Perspectives (advancing the conversation), 16(3), 125–132. http://www.tandfonline.com/toc/hmcp20/16/3#.VEU06xaKWSo
Pérez, M.S. (2014). Complicating ‘victim’ narratives: Childhood agency within violent circumstances. Global Studies of Childhood, 4(2), 126-134.
http://gsc.sagepub.com/content/4/2.toc
Pérez, M.S., Cannella, G.S., & Saavedra, C.M. (2014). Combining qualitative research perspectives and methods for critical social purposes: The neoliberal U.S. childhood public policy behemoth. International Review of Qualitative Research, 7(1), 130-153. http://www.jstor.org/stable/10.1525/irqr.2014.7.issue-1
Pérez, M.S., & Pasque, P.A. (2013). Challenging the neoliberal climate in academia from mentoring perspectives: Critical reflections from our future selves. Cultural Studies< => Critical Methodologies, 13(6), 474-480. http://csc.sagepub.com/content/13/6.toc
Pérez, M.S., & Cannella, G.S. (2013). Situational analysis as an avenue for critical qualitative research: Mapping post Katrina New Orleans. Qualitative Inquiry, 19(7), 505-517. http://qix.sagepub.com/content/19/7.toc
Saavedra, C. M., & Pérez, M.S. (2012). Chicana and Black feminisms: Testimonios of theory, identity, and multiculturalism. Equity and Excellence in Education, 45(3), 430-443. http://www.tandfonline.com/toc/ueee20/45/3#.VEUwgxaKWSo
Cannella, G.S, & Pérez, M.S. (2012). Emboldened patriarchy in higher education: Feminist readings of capitalism, violence, and power. Cultural Studies <=> Critical Methodologies, 12(4), 279-286. http://csc.sagepub.com/content/12/4.toc
Cannella, G.S., & Pérez, M.S. (2008). Critical social science and the transformation of public (and policy) discourses: Constructing a critical childhood public policy. Hong Kong Journal of Early Childhood, 7(8), 33-39.
Book and Handbook Chapters *graduate student, +alphabetical listing of authorship
Ruiz Guerrero, M., & Pérez, M. S. (In press). Snack time: The “both/and” of an in-between praxis. In C. M. Myers, R. Hostler, K. Smith, & M. Tesar (Eds.), Every/day: Conceptualizing a mundane early childhood praxis. Routledge.
Shelby-Caffey, C., Abril-Gonzalez, P., & Pérez, M. S. (2022). Excavating the methodological terrains of life writing: How and why we engage in re-memberings of Black and Chicana/Latina lived experiences. In L. E. Bailey & K. Hinton (Eds.), Racial dimensions of life writing research. Information Age Publishing.
+*Odim, N., +Rideaux, K. S., & Pérez, M. S. (2022). Womanist praxis in early childhood education and care: Educators’ nourishment of mind-body-spirit relations. In R. Langford & B. Richardson (Eds.), Feminisms and the early childhood educator subject: A critical conversation. Bloomsbury.
Abril-Gonzalez, P., & Pérez, M.S. (2021). Pláticas on early childhood and bilingual education: Reckoning with the past to envision the future. In N. Yelland, L.E. Peters, N. Fairchild, M. Tesar, & M.S. Pérez (Eds.), The Sage handbook of global childhoods (pp. 111-124). Sage.
+Pérez, M.S., & +Saavedra, C.M. (2020). Womanist and Chicana/Latina feminist methodologies: Contemplations on the spiritual dimensions of research. In C. Taylor, C. Hughes, & J. Ulmer (Eds.), Transdisciplinary feminist research: Innovations in theory, method, and practice (pp. 124-137). Routledge. https://www.routledge.com/Transdisciplinary-Feminist-Research-Innovations-in-Theory-Method-and/Taylor-Ulmer-Hughes/p/book/9780367190040
Rideaux, K., & Pérez, M.S. (2019). Countering color-blindness in early childhood education: Enactments of social justice education by Black women educators. In S.A. Kessler, & B.B. Swadener (Eds.), Educating for Social Justice in Early Childhood (pp. 20-33). Routledge. https://www.book2look.com/book/ldXMggZocF
Pérez, M.S. (2019). Dismantling racialized discourses in early childhood education and care: A revolution towards reframing the field. In F. Nxumalo & C. P. Brown (Eds.), Disrupting and countering deficits in early childhood education (pp. 20-36). Routledge. https://www.book2look.com/book/L4VD4mkj9e
*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). Routledge. https://www.routledge.com/Found-in-Translation-Connecting-Reconceptualist-Thinking-with-Early-Childhood/Yelland-Bentley/p/book/9781138057074
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). Springer.
http://www.springer.com/us/book/9789811030550
Pérez, M.S., & Cahill, B. (2015). "Readiness" as central to the (re)production of quality discourses in the United States: An early childhood public policy analysis. In G.S. Cannella, M.S. Pérez, & I.F. Lee (Eds), Critical examinations of quality in childhood education and care: Regulation, disqualification, and erasure (pp. 8-25). Peter Lang. https://www.peterlang.com/view/product/31229?format=EPUB
Pasque, P.A., & Pérez, M.S. (2015). Centering critical inquiry: Methodologies that facilitate critical qualitative research. In G.S. Cannella, M.S. Pérez, & P.A. Pasque (Eds.), Critical qualitative inquiry: Foundations and futures (pp. 139-170). Routledge [Previously Left Coast Press]. https://www.routledge.com/Critical-Qualitative-Inquiry-Foundations-and-Futures/Cannella-Perez-Pasque/p/book/9781629580128
Pérez, M.S., & Saavedra, C.M. (2014/2018). Black and Chicana feminisms: Journeys towards spirituality and reconnection. In M. Bloch, B. B. Swadender, & G.S. Cannella (Eds.), Reconceptualizing early childhood care and education: Critical questions, new imaginaries and social activism (pp.157-166). Peter Lang. https://www.peterlang.com/view/product/30506. Second edition published in 2018: https://www.peterlang.com/view/product/88651?format=PBK
Pérez, M.S., & Cannella, G.S. (2011). Using situational analysis for critical qualitative research purposes. In N.K. Denzin & M.D. Giardina (Eds.), Qualitative inquiry and global crises (pp. 97-117). Routledge [Previously Left Coast Press]. https://www.routledge.com/Qualitative-Inquiry-and-Global-Crises/Denzin-Giardina/p/book/9781611320220
Pérez, M.S., & Cannella, G.S. (2010). Disaster capitalism as neoliberal instrument for the construction of early childhood education/care policy: Charter schools in post-Katrina New Orleans. In G.S. Cannella & L.D. Soto (Eds.), Childhoods: A handbook, Critical histories and contemporary issues (pp. 145-156). Peter Lang. https://www.peterlang.com/view/product/27911
Cannella, G.S., & Pérez, M.S. (2009). Power shifting at the speed of light: Critical qualitative research post-disaster. In N.K. Denzin &M.D. Giardina (Eds.), Qualitative inquiry and social justice: Toward a politics of hope (pp. 165-186). Routledge [Previously Left Coast Press].
https://www.routledge.com/Qualitative-Inquiry-and-Social-Justice-Toward-a-Politics-of-Hope/Denzin-Giardina/p/book/9781598744231
OTHER PUBLICATIONS (*graduate student)
Viruru, R., & Pérez, M.S. (2020). Universalization of childhood. In D. T. Cook (Ed.), Sage encyclopedia of children and childhood studies. Sage. https://us.sagepub.com/en-us/nam/the-sage-encyclopedia-of-children-and-childhood-studies/book245903
Pérez, M.S. (2019). Teacher identities and praxis: Women of color feminist possibilities. In S. Arndt (Ed.), Encyclopedia of teacher education: Teacher professional identity. Springer. https://link.springer.com/referenceworkentry/10.1007/978-981-13-1179-6_379-1
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., & *Martínez, V. L. (2016). Review of the book [Un]framing the "bad woman": Sor Juana, Malinche, Coyolxauhqui and other rebels with a cause, by A. Gaspar de Alba. Feminist Review, 114(1), 146-148. http://link.springer.com/article/10.1057/s41305-016-0021-z
Bloch, M.N., Cannella, G.S., Lee, I.F., Pérez, M.S., Kim, K., Tseng, C.L., & Wolff, K. (2016). The critical scholarship and policy debates again: Editors' introduction. International Critical Childhood Policy Studies Journal, 5(1), 1-4. http://journals.sfu.ca/iccps/index.php/childhoods/issue/view/14
Pérez, M.S., & Cannella, G.S. (2015). Reflections on using situational analysis for critical qualitative research purposes. In A.E. Clarke, C. Friese, & R. Washburn (Eds.), Situational analysis in practice: Mapping research with grounded theory (pp. 234-240). New York, NY: Routledge [Previously Left Coast Press]. https://www.routledge.com/Situational-Analysis-in-Practice-Mapping-Research-with-Grounded-Theory/Clarke-Friese-Washburn/p/book/9781629581071
Pérez, M.S., & Cannella, G.S. (2011). Window into grounded theory: Michelle Pérez and Gaile Cannella on the use of situational analysis. In M. Birks & J. Mills, Grounded theory: A practical guide (p. 142). Sage. Second edition released in 2015. http://www.sagepub.in/books/Book243177?siteId=sage-india&prodTypes=any&q=mills+and+birks&fs=1
INVITED REPRINTS
Saavedra, C. M., & Pérez, M.S. (2016). Chicana and Black feminisms: Testimonios of theory, identity, and multiculturalism. In D. Delgado Bernal, R. Burciaga, & J. Flores Carmona, J. (Eds.), Chicana/Latina testimonios as pedagogical, methodological, and activist approaches to social justice (chapter 4). New York: Routledge (journal special issue to book). https://www.routledge.com/products/9781138962972
Pérez, M.S., & Cannella, G.S. (2015). Using situational analysis for critical qualitative research purposes. In A.E. Clarke, C. Friese, & R. Washburn (Eds.), Situational analysis in practice: Mapping research with grounded theory (pp. 216-233). New York, NY: Routledge [Previously Left Coast Press]. https://www.routledge.com/Situational-Analysis-in-Practice-Mapping-Research-with-Grounded-Theory/Clarke-Friese-Washburn/p/book/9781629581071
Pérez, M.S., & Cannella, G.S. (2013). Situational analysis as an avenue for critical qualitative research: Mapping post Katrina New Orleans. In A.E. Clarke & K. Charmaz (Eds.), Grounded theory and situational analysis. 4 vols., Sage Benchmarks in Social Research Series (pp. 205-223). London: Sage. https://us.sagepub.com/en-us/nam/grounded-theory-and-situational-analysis/book235814#contents
Pérez, M.S., & Cannella, G.S. (2013). Using situational analysis for critical qualitative research purposes. In A.E. Clarke & K. Charmaz (Eds.), Grounded theory and situational analysis. 4 vols., Sage Benchmarks in Social Research Series (pp.131-147). London: Sage. https://us.sagepub.com/en-us/nam/grounded-theory-and-situational-analysis/book235814#contents
Pérez, M.S., & Cannella, G.S. (2011). Disaster capitalism as neoliberal instrument for the construction of early childhood education/care policy: Charter schools in post-Katrina New Orleans. International Critical Childhood Policy Studies Journal, 4(1), 47-68. http://journals.sfu.ca/iccps/index.php/childhoods/issue/view/11