Dr. Mixchel Domingues (they-she) identifies as a microdiverse Chicana and currently
serves as coordinator of the Masters of Arts in Early Childhood Education program.
They are the founding researcher of Fresno State REMEDIO: Healing Education with Creative
Reuse which is a place-based reuse laboratory located in the Kremen School of Education
and Human Development. Other areas of inquiry include feminista theorizing; early
childhood studies; environmental sustainability; sociology; post structuralism and
post developmentalism. Dr. Domingues work supports anti-oppression educators in decolonizing
early childhood education alongside place based pedagogies and creative reuse cultural
education with vibrant and intelligent materials. Professional affiliations include
Mujeres Activas en Letras de Cambio Social (MALCS) where they serve as Women's Indigenous
Native Caucus (WINC) representative; National Association of Early Childhood Teacher
Educators (NAECTE); and The Posthuman Nexus (pHn).
Anti-Bias Anti-Racism Education
Chicana Studies
Creative Reuse
Critical Early Childhood Studies
Environmental Sustainability
Feminist Post Humanism
Domingues, M.A & Carlotto, R.A (Under Review). Silence is Data: A Niche Literature
Review of New Multiraciality in Chicana Global South Reconceptualizations of Early
Childhood Education. Research on Preschool and Primary Education (RPPE).
Domingues, M.A. (Forthcoming). Place-Thought-Walks: Beyond Land/Water Conflict Acknowledgement in Central Valley
Teacher Preparation. Journal of Literacy Innovation Special Issue on Literacies of Love {and-in-of-for} Place.
Domingues, & M.A; Grieve, (Forthcoming). Making Learning Invisible: A Métis and Chicana Plática on Indigenizing Early Childhood
Documentation. Wicazo Sa Review.
Domingues, M.A. & Sanchez, C. (Forthcoming). Digital habitats: Developing empathy
with children, each other and our worlds. In V. Damjanovic, L. Peters, J. Habashi, & I. Anderson (Eds.), Beyond gardening and recycling: Exploring the multidimensionality of early childhood
sustainability practices around the world. Palgrave Macmillan.
Domingues, M & Carlotto, R. (2025). Environment as the third (virtual) teacher: Documenting
Remida Reggio Emilia-inspired early childhood teacher education spaces. In S. Mistretta
(Ed.), Comparative Education – A Global Perspective (pp. 1-20). IntechOpen. DOI:https://www.intechopen.com/online-first/1224204.
Domingues, M.A/ Parnell, W. (2024). The welcoming value in (re)constructing one another:
(Re)documenting a post materialist borderlands approach to inclusive early childhood
identity studies. Global Studies of Childhood Journal. DOI:10.1177/20436106241260080
Domingues, M.A. (2024). The healing value in (re)constructing one another: (Re)documenting
a borderlands approach to TK-3 identity studies. CCTE Fall 2023 Research Monograph. https://www.ccte.org/wp-content/pdfs-conferences/ccte-conf-2023-fall-ResearchMonograph.pdf
Domingues, M.A. (2024). EntreMundos/Criss-Crossing Early Childhood Ecological Pedagogy(ies)
with Nagualism/o as Embodied Inquiry. Rio Bravo: A Journal of the Borderlands Special Issue, Inter/weaving, Inter/lacing
Conscientização & Resistance: Decolonizing Practices, Intersectionality & Aesthetics.
DOI: https://doi.org/10.51734/yk20dk97.
Parnell, W., Cullen, J., & Domingues, M.A. (June, 2022). Plastics, Birds and Humans:
Awakening and Quickening Ecological Minds in Young Children and their Teachers. Journal of Childhood Studies, vol. 47(3), 54-73. DOI:10.1177/20436106241260080
Domingues, M. (Aug, 2021). Discarded Identities/Inspiring Just Sustainability with
Reuse Persona Dolls. MDPI, Open Access Journal, Special Issue, Reimagining Early Childhood Education for Social Sustainability in a Future We Want, vol. 13(15),1-15. https://doi.org/10.3390/su13158623
Domingues, M. (2019). Identifying with Remida: Early Childhood Educators’ Experiences with Reuse Materials in Reggio Emilia Inspired Identity Studies. Dissertations and Theses. Paper 5492. https://doi.org/10.15760/etd.7366
