Kremen School of Education and Human Development

Michelle Angela Domingues

Assistant Professor

Department of Advanced Studies in Education | 559.278.0544 | Office: ED243

domingues@csufresno.edu

Education

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

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

My pronouns are they-she and I describe myself as a microdiverse Chicana. I am currently germinating a project called Fresno State REMEDIO: Healing with Creative Reuse in Education as a place-based laboratory located in the Kremen College of Education and Human Development. Other areas of inquiry include feminist/a theorizing; early childhood studies; environmental sustainability; sociology; post structuralism and post developmentalism. My work supports anti-bias educators in decolonizing early childhood education and teacher education with place based pedagogies and creative reuse cultural education and materials.

 
Anti-Bias Anti-Racism Education
Chicana Studies
Creative Reuse 
Critical Early Childhood Studies
Environmental Sustainability
Feminist Post Humanism

Domingues, M.A. (Under revision). Walking Pláticas with Nahui Ollin: Beyond Land Acknowledgement in California Central Valley Teacher Education. Journal of Literacy Innovation Special Issue.


Domingues, & M.A; Grieve, (Under revision). 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