Skip to main content Skip to main navigation Skip to footer content

Kremen School of Education and Human Development

Michelle Angela Domingues

Assistant Professor

Literacy, Early, Bilingual and Special Education | 559.278.0544 | Office: ED243

domingues@csufresno.edu

Education

Ed.D  Portland State University, Educational Leadership    Specialty area: Early Childhood Education, June 2019
Chair: Dr. Will Parnell.

M.A.ed   Portland State University, Educational Leadership and Policy, Specialty area: Education for Sustainability, August 2008
Thesis: “Bridging Ecology, Culture and Learning:
A Chicana Autoethnography.” 

M.A San Jose State University, Chicana and Chicano Core Studies, August 2006-June 2007.                                                                              
Post-Bac Portland State University, Chicano/Latino Studies Certificate, August 2006.                    

BSW Northern Arizona University, Social Work, August 1996.       

Courses Taught

Masters of Early Childhood Education and Teacher Education Multiple Subject Credential:

  • LEE 298: Project ECE/SPED Supervision
  • LEE 241: ECE Fieldwork
  • LEE 190: Independent Project Supervision
  • EHD 170: Field Study C
  • LEE 169: Inquiry Puzzles of Practice: Action Research 
  • LEE 153: TK Classroom Environments
  • LEE 103: Ethnic Studies Pedagogies

Dr. Mixchel Angela Domingues (pronouns they-she) describes themself as a microdiverse Chicana. Dr. Domingues spent 17 years with Portland State University, where she is most proud of co-constructing a creative reuse cultural education center in the College of Education Reggio-inspired lab school, and co-publishing in the Journal of Childhood Studies. Dr. Domingues main focus is leadership in bridging early childhood ecology, culture and learning. Other areas of interest include Reggio Emilia approach, rematerialism, inclusive identity studies, critical mixed race studies, Chicana studies and critical feminist post humanism. Their work supports ECE practitioners to decolonize early childhood education and teacher education with Place based pedagogies and materials.

 
Early Childhood Identity Studies
REMIDA Reggio-inspired Creative Reuse Cultural Education
Anti-Bias Education
Critical Mixed Race Studies
Chicana/o/x Studies
Feminist Post Humanism

Domingues, M.A; Grieve, S; Antoine, L. (Under review). Making learning (in)visible: Chicana Pláticas with documentation on Indigenous Terms. Wicazo Sa Journal.

Domingues, M.A. (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:10.5772/intechopen.1013702

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 inclusive early childhood 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