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Dr. Arturo Nevárez (he/him/él) has a PhD in Education, Society & Culture from the University of California Riverside and an MA in English from the University of Texas at Austin. His research and teaching focus on (1) teacher race-conscious pedagogies (2) youth racial and critical literacies and (3) K-12 Ethnic Studies. His areas of specialization include race and educational justice in K-12 schools, secondary Ethnic Studies, critical race theory, Latinx/e education, critical pedagogy and teachers and teacher educators of Color.
PhD—Education, Society & Culture, University of California Riverside
MA—English, The University of Texas at Austin
BA—English Literature & Language, University of Southern California
BA—Psychology, University of Southern California
Journal of Teacher Education, 2023 Article of the Year Award for Centering the Well-being of Teacher Candidates of Color: Towards a Healthy Racial Climate in Teacher Education
AAHHE Faculty Fellow, American Association of Hispanics in Higher Education, Faculty Fellowship Program (FFP) (2022-2023)
AERA Division K, 2022 Outstanding Dissertation Award, American Educational Research Association (AERA)
Ford Dissertation Fellowship, National Academies of Sciences, Engineering, Medicine & Ford Fellowship Program (2020)
Cultivating New Voices Among Scholars of Color Fellowship, National Council of Teachers of English (NCTE) (2020)
Educating Teacher Educators (ETE) Fellow, California Teacher Education Research and Improvement Network (CTERIN), University of California, Office of the President (2019)
Gates Millennium Scholar (Inaugural class), Bill & Melinda Gates Foundation (2000-2005)
Refereed Journal Articles
Nevárez, A. (2026). “It’s more than teaching. We’re fighting to live more dignified lives”: The racial literacies of ethnic studies teachers of color. Equity & Excellence in Education.
Soto-Pena, M., Nevárez, A. & Garcia, L.G. (Accepted). Fugitive pedagogies in bilingual teacher education: Cultivating racial literacies under regimes of surveillance. Association of Mexican American Educators Journal.
Nevárez, D. M., Nevárez, A. & Soodjinda, D. (2025). In it for the long run: Teacher educators of color creating kinetic counterspaces for wellness. International Journal of Teacher Leadership.
Nevárez, A. & Nevárez, D. M. (2025). “But is their kindness rooted in our liberation?” Teacher educators of color reimagining critical pedagogy through a critical funds of caring approach. International Journal of Critical Pedagogy.
Nevárez, A. (2023). Racial literacy development (RLD) via ethnic studies: Latinx youth speaking back to and resisting racism. Race, Ethnicity and Education.
Kohli, R., Dover, A., Jayakumar, U., Lee, D., Henning, N., Comeaux, E., Nevárez, A., Hipolito, E., Carreno Cortez, A., Vizcarra, M. (2021). Centering the well-being of teacher candidates of color: Towards a healthy racial climate in teacher education. Journal of Teacher Education.
Kohli, R., Nevárez, A. & Arteaga, N. (2018). Public pedagogy for racial justice teaching: Supporting the racial literacy development of teachers of color. The Assembly Journal.
Kohli, R., Pizarro, M. & Nevárez, A. (2017). The ‘new racism’ of k-12 schools: Centering critical research on racism. Review of Research in Education, 2017 volume.
Book Chapters
Nevárez, A. (2025). Racial literacies in and through ethnic studies. In M. Zavala (Ed.), High School Ethnic Studies: A Resource Book.
Nevárez, A. (Accepted). Critical racial literacy for educators. In J. Bennett & R. Milner (Eds.)., Bloomsbury Encyclopedia of Social Justice in Education. Volume 6: Literacy, Youth and Culture.
Nevárez, D. M. & Nevárez, A. (2025). Chicanx faculty and students navigating whitestream institutions through reciprocal authentic care. In L. Byfield & J. Kaya (Eds.), Immigration, Identity, and Inclusion in the Lives of Faculty of Color: Stories of Hope and Perseverance in Higher Education. Palgrave MacMillian.
Nevárez, A. (2022). Learning to name and disrupt racism: Supporting Latinx students’ racial literacies in ethnic studies classrooms. National Council of Teachers of English (NCTE) Special Issue Series, Volume 2: Sociopolitical and Sociocultural Contexts for Youth.
Kohli, R., & Nevárez, A. (Accepted). Teachers of color/Diversity in the teaching force. In J. Bennett & R. Milner (Eds.), Bloomsbury Encyclopedia of Social Justice in Education. Volume 4: Teaching and Teacher Education.
Rodriguez, L.F. & Nevárez, A. (2021). Reclaiming our excellence. In J. Cammarota (Ed.), Postcolonial Studies in Education: Liberatory Practices for Learning, (pp.111-138). Palgrave Macmillan, Cham.