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School of Education Research Awards
Scholar in Residence Program
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Prizes and scholarships
Alumni Education Chapter
Professor Mindy Blaise
https://scholar.google.com.au/citations?user=50uuJGoAAAAJ&hl=en
https://twitter.com/BlaiseMindy
Common Worlds Research Collective
http://commonworlds.net/
Feminist Educators Against Sexism
https://feministeducatorsagainstsexism.com/
Research 2014 - 2018 (PDF File491.7 KB)
https://www.ecu.edu.au/__data/assets/pdf_file/0018/810090/Mindy-Blaise_Research.pdf
Research 2014 - 2018
PDF File,(491.7 KB)
Director, Centre for People, Place and Planet
Staff Member Details
m.blaise@ecu.edu.au
ML17.112
Mindy is a Vice Chancellor's Professorial Research Fellow. She is leading an interdisciplinary project on children's common world relations with place, materiality, and the more-than-human.
Before becoming an academic, Mindy was a kindergarten and early years teacher in the USA. She has held university positions in the USA (University of Texas, Austin), Hong Kong (The Education University of Hong Kong), and Australia (RMIT, Monash University, Victoria University).
She is a co-founding member (with Veronica Pacini-Ketchabaw, Western University, Ontario, Canada and Affrica Taylor, Canberra University) and principal researcher of the Common Worlds Research Collective. In 2016, she co-founded (with Emily Gray, RMIT and Linda Knight, QUT) the international and interdisciplinary collective, #FEAS, Feminist Educators Against Sexism.
Australian Association of Research in Education (AARE), member
American Educational Research Association (AERA), member
Gender and Education Association, member
Creating and practicing experimental and innovative pedagogies for the Anthropocene; interdisciplinarity; postdevelopmentalism; queer theory; feminism; post empiricism; multi-species ethnography.
Mindy is interested in bringing together early childhood education and feminist environmental humanities to generate new pedagogies for the Anthropocene. In particular, she is curious about what we might learn by paying attention to children's relations with place, materials, and the more-than-human and how this might activate pedagogies that can ethically attend to the common worlds we share.
Potential research students interested in creative practice, interdisciplinarity, environmental issues (water, waste, weathering), and pedagogies for the Anthropocene are encouraged to get in touch.
Doctor of Education, United States of America, 1999.
Understanding and Addressing Everyday Sexisms in Australian Universities, Australian Research Council, Grant - Discovery Projects, 2021 - 2023, $725,805.
Using creative arts, pedagogical documentation, and dialogue to transform children's relations to waste, Perpetual Ltd, IMPACT Philanthropy Application Program, 2018 - 2021, $68,000.
Re-thinking the Rs through arts: transforming waste practices in early childhood education, Social Sciences and Humanities Research Council of Canada, Insight Grants, 2018 - 2021, $32,643.
Recent Publications (within the last five years)
Blaise, M., Ryan, S., (2020), Engaging with critical theories and the early childhood curriculum. Curiculum in Early Childhood Education: Re-examined, Reclaimed, Renewed, 80-95, New York, Routledge.
Blaise, M., Rooney, T., (2020), Listening to and telling a rush of unruly natureculture gender stories. Disrupting and countering deficits in early childhood education, 151-163, New York, United States of America, Routledge, DOI: 10.4324/9781315102696-10.
Knight, L., Gray, E., Blaise, M., (2020), Powerful dressing: Artfully challenging sexism in the academy. Transdisciplinary feminist research : Innovations in theory, method and practice, 43-58, Abingdon, England, Routledge.
Blaise, M., Knight, L., Gray, E., (2019), Punk Feminism and #FEAS: A Low-Brow Protest of Academic Sexism. Strategies for Resisting Sexism in the Academy: Higher Education, Gender and Intersectionality, 269-286, Cham, Switzerland, Palgrave Macmillan, DOI: 10.1007/978-3-030-04852-5_15.
Greishaber, S., Blaise, M., (2019), Making room for more: Complexity, diversity, and the impact of alternative perspectives on early childhood care and education. The Wiley Handbook of Early Childhood Care and Education, 617-640, Hoboken, NJ, John Wiley & Sons, DOI: 10.1002/9781119148104.
Blaise, M., Pacini-Ketchabaw, V., (2019), Enacting Feminist Materialist Movement Pedagogies in the Early Years. Feminists researching gendered childhoods: Generative entanglements, 109-120, London, England, Bloomsbury Academic.
Blaise, M., Hamm, C., (2019), Shimmering: Animating Multispecies Relations with Wurundjeri Country. Feminist research for 21st-century childhoods: Common worlds methods, 93-100, London, England, Bloomsbury Academic.
Taylor, A., Blaise, M., (2017), Queer Departures into More-Than-Human Worlds. The Palgrave Handbook of Sexuality Education, 591-609, London, UK, Palgrave Macmillan, DOI: 10.1057/978-1-137-40033-8_29.
Banjerjee, B., Blaise, M., (2017), Data provocations: Disappointing, failing, malfunctioning. Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric , 49-60, New York, United States of America, Peter Lang Publishing.
Pacini-Ketchabaw, V., Blaise, M., Taylor, A., (2016), Decentering the human in multi-species ethnographies. Posthuman Research Practices in Education, 149-167, Hampshire, UK, Palgrave Macmillan, DOI: 10.1057/9781137453082.
Blaise, M., Hamm, C., (2020), Lively Emu dialogues: Activating feminist common worlding pedagogies. Pedagogy Culture and Society, 2020(Article in press), 1-17, DOI: 10.1080/14681366.2020.1817137.
Rooney, T., Blaise, M., Royds, F., (2020), With shadows, dust and mud: Activating weathering-with pedagogies in early childhood education. Contemporary Issues in Early Childhood, 2020(Article in press), 1-15, DOI: 10.1177/1463949120939202.
Blaise, M., Rooney, T., Pollitt, J., (2019), Weather wanderings. Journal of Public Pedagogies, 4(2019), 166-170.
Gray, E., Knight, L., Blaise, M., (2018), Wearing, speaking and shouting about sexism: developing arts-based interventions into sexism in the academy. The Australian Educational Researcher, 45(5), 585-601, DOI: 10.1007/s13384-018-0274-y.
Banerjee, B., Blaise, M., (2018), An unapologetic feminist response. Research in Education, 101(1), 17-24, United Kingdom, Sage Publications Ltd., DOI: 10.1177/0034523718792163.
Blaise, M., Hamm, C., Iorio, JM., (2017), Modest witness(ing) and lively stories: paying attention to matters of concern in early childhood. Pedagogy Culture and Society, 25(1), 31-42, DOI: 10.1080/14681366.2016.1208265.
Blaise, M., (2016), Fabricated childhoods: uncanny encounters with the more-than-human. Discourse: studies in the cultural politics of education, 37(5), 617-626, DOI: 10.1080/01596306.2015.1075697.
Creative Arts Research Outputs
Pollitt, J., Blue, L., Blaise, M., (2019), Conversations with rain: a multi-platform research-creation project., Art Gallery of Western Australia and London (Ontario) Children's Museum, Art Gallery of Western Australia.
Research Student Supervision
Principal Supervisor
Master of Education: Guidance and governing: Managing, the behaviours of children, educators, and families
Doctor of Philosophy: Fat(s), muscle(s), movement, and physiologie(s) in early childhood education
Master of Education: Sexy girls and handsome boys: Popular cultures, representations of gender, sexualities, and childhoods
Master of Education: A case study of everyday family care and education practices in Hong Kong
Doctor of Education: In search of an aesthetic pathway: young children's encounter with drama improvisation
Master of Education: The role of struggle in teachers' beliefs about learning and instruction
Associate Supervisor
Doctor of Philosophy: The ambiguity of early childhood preservice teachers' beliefs about practice
Doctor of Philosophy: Young children's experiences and understandings of family
Master of Education: The child in nature
Master of Education: Application of effective strategies to early childhood education: Focusing on minority children learning English as a Second Language
Doctor of Philosophy: Sowing the seeds of care in teacher education: Incidental or intentional?
Last reviewed 16 Jun 2020