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Update my staff profile
Teaching commitmentBiographyBefore receiving her doctorate in early childhood education from Teachers College, Columbia University, Mindy was a kindergarten and second grade teacher in the US. Mindy's teaching and research interests are concerned with reconceptualising the field of early childhood education. Mindy has conducted several qualitative and mixed-methods studies funded by The Spencer Foundation, The Foundation for the Scientific Study of Sexuality, The City of Melbourne, and the Department of Education and Early Childhood Development.
Research InterestsReconceptualising early childhood education
Gender/sexualities
Early childhood teaching
Classroom based research
Qualitative Research Methods
Play
Professional Associations
- Australian Association for Research in Education (AARE)
- SIG: Early Childhood Education; Gender and Sexualities
- American Educational Research Association (AERA)
- Division K: Teaching and Learning; SIG: Critical Perspectives on Early Childhood Education, Early Education andDevelopment, Queer Studies in Education
- Early Childhood Australia (ECA)
- National Association for the Education of Young Children (NAEYC)
Community Service
- Professional Service
- Research Fellow, Centre for Equity and Innovation in Early Childhood (CEIEC), Melbourne University (2000-present)
- Executive Board Member, Chair (2004-2005) of the Special Interest Group: Critical Perspectives in Early Childhood, American Educational Research Association.
- Review Book Proposals and Manuscripts
- Routledge Press, Teachers College Press Early Childhood Series, Open University Press, Merrill Prentice Hall, The New Educator, International Journal of Qualitative Studies in Education, Contemporary Issues in Early Childhood, Australian Research in Early Childhood Education.
- Conference Planning Committee Member
- Centre for Equity and Innovation in Early Childhood (2002-2005)
- Pacific-Rim Early Childhood Research Association Conference (2004)
- Peer Reviewer of Conference Paper Proposals
- Australian Association for Research in Education
- American Educational Research Association
- Reconceptualising In Early Childhood Education
- Centre for Equity and Innovation in Early Childhood Conference
EditorialEarly Childhood Research Quarterly
Contemporary Issues in Early Childhood
Gender and Education
International Journal of Equity and Innovation in Early Childhood
PublicationsSelected Publications (2005-2009)
Blaise, M. & Nuttall, J., (forthcoming). Teaching across the early years. Oxford University Press.
Blaise, M. (in press). Designing to scale: When size matters. In G. MacNaughton, S. Rolfe, & I. Siram-Blatchford (eds). Doing early childhood research: Theory and practice, an international perspective, 2nd Ed. NY: Allen & Unwin.
Blaise, M. (in press). Creating a postdevelopmental logic for mapping gender and sexuality in the early years. In S. Edwards & L. Brooker, Engaging with play. Buckingham: Open University Press.
Edwards, S. & Blaise, M. (in press). Beyond developmentalism: Early childhood teachers understandings of multiage grouping in early childhood education and care. Australasian Journal of Early Childhood.
Blaise, M. (2009). What a girl wants, what a girl needs: Responding to sex, gender, and sexuality in the early childhood classroom. Journal of Research in Childhood Education, 23 (4), pp. 450-460.
Blaise, M. (2009). Revolutionising practice by doing early childhood politically. In S. Edwards & J. Nuttall (eds.) Professional learning in early childhood settings (pp. 27-47). Rotterdam: Sense Publishers.
Taylor, A. & Blaise, M. (Eds.) (2007). International Journal of Equity and Innovation in Early Childhood: Special Queer Issue, 5 (2), The Centre for Equity and Innovation in Early Childhood, Melbourne University.
Taylor, A., Blaise, M., & Robinson, K. (2007). Making trouble: A conversation about departing from the straight and narrow in early childhood. International Journal of Equity and Innovation in Early Childhood, 5 (2) pp. 32-46.
Blaise, M. & Elsden-Clifton, J. (2007). Intervening or ignoring: Learning about teaching in new times. Asia-Pacific Journal of Teacher Education, 35 (4), 387-407.
Latham, G., Blaise, M., Dole, S., Faulkner, J., Malone, K., and Lang, J.(2006). Learning to Teach: New Times, New Practices. Oxford University Press.
Blaise, M. (2005). Playing it straight!: Uncovering gender discourses in the early childhood classroom. NY: Routledge Press.
Blaise, M. (2005). A feminist poststructuralist study of children doing gender. Early Childhood Research Quarterly, 20, 85-108.
Blaise, M. & Andrew, Y. (2005). How bad can it be?: Troubling gender, sexuality, and teaching in early childhood education. In N. Yelland (Ed.) Critical Issues in Early Childhood (pp.49-57). Open University Press.
Blaise, M. (2005). Performing femininities through gender discourses. In. B.B. Swadener & L. Diaz Soto (Eds.) Power and Voice in Research with Children (pp.105-116). NY: Peter Lang.
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