Dr. Michelle Salazar Pérez uses women of color feminisms to inform her community collaborations, research, and pedagogy in early childhood studies. These perspectives not only critically orient her work, but they also foreground the urgency to re-envision the field to support culturally sustaining practices and programs for minoritized young children.

Dr. Pérez’s past and current scholarship addresses early childhood policy reform, historical and contemporary constructions of childhood/s, teacher education, and critical qualitative methodologies. Her work has been published in Teachers College Record, Contemporary Issues in Early Childhood, Equity & Excellence in Education, the Journal of Early Childhood Teacher Education, Qualitative Inquiry, and Review of Research in Education. She has co-edited several special issues and books, including an issue of Global Studies of Childhood, which centers global south onto-epistemologies in childhood studies.
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In the fall of 2020, Dr. Pérez began her appointment as Associate Professor of Early Childhood Education at The University of Texas at Austin. For seven years prior to this, she was part of the faculty at New Mexico State University, where she held the J. Paul Taylor Endowed Professorship, was Co-PI of the Doña Ana County Head Start grant, served as Interim Associate Dean for Research in the College of Education, and co-led efforts to establish the Glass Family Research Institute for Early Childhood Studies. Dr. Pérez received her Ph.D. from Arizona State University and her master's and undergraduate degrees from Texas A&M University in College Station. 

Open Access Publications

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.

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). London: 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). New York, NY: Routledge. https://www.book2look.com/book/L4VD4mkj9e 

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

+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/


​Recent Publications (see scholarship page for a full list of publications) +alphabetical listing of authorship

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., & +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). New York, NY: Routledge. https://www.routledge.com/Transdisciplinary-Feminist-Research-Innovations-in-Theory-Method-and/Taylor-Ulmer-Hughes/p/book/9780367190040
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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

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


Forthcoming

Yelland, N., Peters, L.E., Fairchild, N., Tesar, M., & Pérez, M.S. (Eds.). (In press, expected 2021), Handbook of global childhoods. Sage. 

Abril-Gonzalez, P., & Pérez, M.S. (In press, expected 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.), Handbook of global childhoods. Sage. 


Appointments, Awards & Recognitions

​Mid-Career Award, American Educational Research Association, Critical Examination of Race, Ethnicity, Class, and Gender in Education SIG, Spring 2020

Host Chair, 27th International Reconceptualizing Early Childhood Education (RECE) Conference, Oct 31-Nov 5, 2019

Interim Associate Dean for Research, NMSU College of Education, Spring/Summer/Fall 2019

Glass Family Research Institute for Early Childhood Studies

J.Paul Taylor Endowed Professorship, Fall 2018 to Spring 2020

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

Elected Co-Program Chair (2015-2017)/SIG Chair (2017-2018), Critical Perspectives on Early Childhood Education, American Educational Research Association https://sites.google.com/site/cpecesig/home
 
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


Editorial and Advisory Board Membership
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International Journal of Early Years Education   
            
Contemporary Issues in Early Childhood

Journal of Childhood Studies        
                                   
Early Childhood Research Quarterly   
                       
Straus Center for Young Children & Families, Bank Street, New York City