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Professor Mindy Blaise

Director, Centre for People, Place and Planet

Staff Member Details
Telephone: +61 8 6304 3875
Campus: Mount Lawley  
Room: 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.

Professional associations

  • Australian Association of Research in Education (AARE), member
  • American Educational Research Association (AERA), member
  • Gender and Education Association, member

Research interests

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.


Recent Research Grants

  • 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)

Book Chapters

  • 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.

Journal Articles

  • 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?
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