Ph.D, in Language, Reading & Culture, University of Arizona
Chief Diversity Officer, Prescott College
Dr. Fernández’s areas of teaching and research include social justice education, Ethnic Studies and teacher education. As a former high school English teacher in Tucson, she is devoted to preparing activist teachers who are both compassionate and critical and put their students’ lives at the center of their curriculum. Dr. Fernández is locally and nationally involved in community and professional organizations that focus on Latinx rights, social justice activism, critical pedagogy and transformative teacher education. Her publications include works in Equity & Excellence in Education, Multicultural Education, Journal of Praxis in Multicultural Education, Journal of Association of Mexican American Educators and Rethinking Schools among others.
Dr. Fernández is currently the Chief Diversity Officer of Prescott College and the Director of the online graduate program in Social Justice and Community Organizing. She is the co-founder and Director of the Xicanx Institute for Teaching & Organizing (www.xicanoinstitute.org), an urban education consulting collective, and the co-founder of La Tierra Community School (www.latierracommunityschool.org), a K-8 Expeditionary Learning school in Prescott. Dr. Fernández is based in Tucson, AZ.
Ph.D., University of Arizona, Language, Reading and Culture, 2001.
M.A. University of Arizona, Teaching and Teacher Education, 1997.
B.A. University of Colorado, Boulder, English, 1990.
Fernández, A. E. (2019). Decolonizing professional development: A re-humanizing approach. Equity &
Excellence in Education, 52(2-3), 185-196.
Fernández, A. (2019). Counter-Storytelling and Decolonial Pedagogy: The Xicanx Institute for
Teaching and Organizing. In C. Sleeter, W. Au, R.T. Cuahuatin, M. Zavala (Eds.). Rethinking Ethnic
Studies (pp. 33-37). Rethinking Schools.
Fernández, A. (2016). Resistance and Resilience in Tucson: The Xican@ Institute for Teaching
and Organizing (XITO) as a Form of Resistance and Liberation. In "White" Washing American
Education [2 Volumes]: The New Culture Wars in Ethnic Studies, 239.
Fernández, A. (2016). Construir y No Destruir (Build and Do Not Destroy): Tucson Resisting.
Workplace: A Journal for Academic Labor, (26).
Arce, S. & Fernández, A. (2014). Barrio Pedagogy: Praxis within the Tucson Social Justice
Education Semester. Regeneración: The Association of Raza Educators Journal, 5(1).
Fernández, A. & Hammer, Z. (2012). Red scare in the red state: The attack on Mexican
American Studies in Arizona and opportunities for building national solidarity. Association of
Mexican American Educators Journal, 6(1).
Fernández, A. E. (Winter 2010-2011) Whitening Arizona: Teacher education in a time of war
against our Students. Rethinking Schools.
Fernández, A. E. (2009). Reconfiguring the borderlands of identity: Preparing social justice
educators. Journal of Praxis in Multicultural Education, 4 (1).
Wong, P. & Fernández, A.E. (2008). Sustaining ourselves under stressful times: Strategies to
assist multicultural Educators. Multicultural Education, 15 (3)
Fernández, A.E. (2003). Autobiography in multicultural, anti-racist education: Three case
studies. Teaching & Learning: The Journal of Natural Inquiry and Reflective Practice, 18(1).
Elsbree, A.R., Fernández, A.E. & Wong, P. (2004). Beyond It’s Elementary: Practices to disrupt
homophobia in teacher education courses. EdChange.
Fernández, A.E. & Wong, P. (2003). Global service-learning: A central Asian perspective. The
Generator: Journal of Service-Learning and Youth Leadership, 21 (3).
Coverage in News & Media
Interview on Mexican-American Studies on Asia Pacific Radio: