EDITED SCHOLARSHIP
Journal Special Issues
Taylor, C.A., Osgood, J., Zhao, W., Geerts, E., Bozalek, V., Franklin-Phipps, A., Truman, S., Andersen, C.E., & Pérez, M.S. (Eds.). (In progress). Special Issue for Gender & Education. Gender, Feminisms and the ‘Posts’: Contemporary Contestations, New Educational Imaginaries & Hope-full Renewals.
Osgood, J., Robinson, K., Jones Diaz, C., Andersen, C.E., Pérez, M.S., Gunn, A., & Surtees, N. (Eds.). (2019). Special Issue for 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
Handbooks
Ulmer, J., Hughes, C., Pérez, M.S., & Taylor, C. (Eds.). (2024). The Routledge international handbook of transdisciplinary feminist research and methodological praxis. Routledge.
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
Harmon, F., & Pérez, M.S. (In press, expected 2024). Transforming the legacy of colonial and racialized inequities in childcare systems in the U.S.: (Re)framing futures through Black feminist thought. American Behavioral Scientist.
Abril-Gonzalez, P., Harmon, F.J. & Pérez, M.S. (In press, expected 2024). Collective dreaming as conduits to enact just futures in childhood/s education and care. Global Studies of Childhood.
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
Pérez, M. S. (In press, expected 2024). Theories in the flesh and qualitative methodologies. In R. McMillian, P. A. Pasque (Eds.), Advancing qualitative inquiry toward methodological inclusion. Routledge.
Nxumalo, F., Pérez, M.S., *Barces, A., *Castillo, J., *Doherty, M., *Holmes, Z., *Nah, J. & &Phillips, I. (2024). Insights on feminist transdisciplinarity and Dr. Fikile Nxumalo’s ‘Decolonizing place in early childhood education’ (pp. 350-355). In J. B. Ulmer, C. Hughes, M. S. Pérez, & C. A. Taylor (Eds.), The Routledge international handbook of transdisciplinary feminist research and methodological praxis. Routledge.
Ruiz Guerrero, M., & Pérez, M. S. (2023). Snack time: The “both/and” of an in-between praxis. In C. M. Myers, R. Hostler, K. Smith, & M. Tesar (Eds.), Reframing the every/day in early childhood pedagogies: Conceptualising the mundane. 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
Taylor, C.A., Osgood, J., Zhao, W., Geerts, E., Bozalek, V., Franklin-Phipps, A., Truman, S., Andersen, C.E., & Pérez, M.S. (Eds.). (In progress). Special Issue for Gender & Education. Gender, Feminisms and the ‘Posts’: Contemporary Contestations, New Educational Imaginaries & Hope-full Renewals.
Osgood, J., Robinson, K., Jones Diaz, C., Andersen, C.E., Pérez, M.S., Gunn, A., & Surtees, N. (Eds.). (2019). Special Issue for 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
Handbooks
Ulmer, J., Hughes, C., Pérez, M.S., & Taylor, C. (Eds.). (2024). The Routledge international handbook of transdisciplinary feminist research and methodological praxis. Routledge.
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
Harmon, F., & Pérez, M.S. (In press, expected 2024). Transforming the legacy of colonial and racialized inequities in childcare systems in the U.S.: (Re)framing futures through Black feminist thought. American Behavioral Scientist.
Abril-Gonzalez, P., Harmon, F.J. & Pérez, M.S. (In press, expected 2024). Collective dreaming as conduits to enact just futures in childhood/s education and care. Global Studies of Childhood.
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
Pérez, M. S. (In press, expected 2024). Theories in the flesh and qualitative methodologies. In R. McMillian, P. A. Pasque (Eds.), Advancing qualitative inquiry toward methodological inclusion. Routledge.
Nxumalo, F., Pérez, M.S., *Barces, A., *Castillo, J., *Doherty, M., *Holmes, Z., *Nah, J. & &Phillips, I. (2024). Insights on feminist transdisciplinarity and Dr. Fikile Nxumalo’s ‘Decolonizing place in early childhood education’ (pp. 350-355). In J. B. Ulmer, C. Hughes, M. S. Pérez, & C. A. Taylor (Eds.), The Routledge international handbook of transdisciplinary feminist research and methodological praxis. Routledge.
Ruiz Guerrero, M., & Pérez, M. S. (2023). Snack time: The “both/and” of an in-between praxis. In C. M. Myers, R. Hostler, K. Smith, & M. Tesar (Eds.), Reframing the every/day in early childhood pedagogies: Conceptualising the mundane. 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