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“The classroom remains the most radical space of possibility in the academy. " - bell hooks, Teaching to Transgress
“The classroom remains the most radical space of possibility in the academy. " - bell hooks, Teaching to Transgress
Dr. Fernández's pedagogy is grounded in a praxis of decolonial love, relational solidarity, liberation and sociopolitical wellbeing-healing that strives to cultivate critically compassionate learning communities. Critical compassionate learning communities are classroom and non-classroom spaces that cultivate relational reflexive dialogues, re-humanizing connections and opportunities for radical hope-in-action.
Dr. Fernández's pedagogy is grounded in a praxis of decolonial love, relational solidarity, liberation and sociopolitical wellbeing-healing that strives to cultivate critically compassionate learning communities. Critical compassionate learning communities are classroom and non-classroom spaces that cultivate relational reflexive dialogues, re-humanizing connections and opportunities for radical hope-in-action.
Read the article "Putting Students First" featuring Dr. Fernández's committment to student wellbeing and academic thriving.
Read the article "Putting Students First" featuring Dr. Fernández's committment to student wellbeing and academic thriving.
In fall of 2019, Dr. Fernández was awarded the Dr. John B. Drahmann Advising Award by the College of Arts & Sciences at Santa Clara University, in recognition of "having established among colleagues and students a well-deserved reputation for extraordinary dedication to student welfare through wise, informed, effective, and caring counsel, and having demonstrated the ability to motivate other teachers and learners."
Decolonial Praxis Project
Decolonial Praxis Project
The Decolonial Praxis Project, in connection with the Roots & Routes of Decolonial Discourse in Community Psychology, brings together pedagogical and research threads centered on decolonizing power in knowledge, theory, research and practice. Begining with the decolonization of the classroom -- characterized by learning communities of critical compassion via critical reflexive journaling and embodied knowledge (auto-ethnography, testimonio) -- to the unsettling of the "neoliberal university" and the cultivation of decolonial imaginings of radical hope for re-humanizing revolutions.
Anti-Racist Teaching (ART-C) Digital Archive
Anti-Racist Teaching (ART-C) Digital Archive
ART-C is a digital archive of anti-racist and racial justice-oriented critical scholarship that invites educators, students, and the public to engage intentionally, relationally and reflexively in the active process of developing critical anti-racist race-conscious literacies. Learn more about the ART-C team by visiting the official site (temporarily inactive).
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