Yelland, N., Peters, L. E., Fairchild, N., Tesar, M., & Pérez, M. S. (Eds.). (2021). The Sage handbook of global childhoods. Sage.
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.
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.
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.
+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.
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.
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.
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).
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.
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.
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.
Forthcoming +alphabetical listing of authorship
Shelby-Caffey, C., Abril-Gonzalez, P., & Pérez, M. S. (In press). 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., & Perez, M. S. (In press). 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.