Alejandra Favela teaches a variety of education courses at the undergraduate and graduate level. At the graduate school, she teaches both pre-service and in-service teachers in the MAT and ESOL programs. She also serves as a practicum supervisor in elementary/bilingual classrooms and ELD settings.
Areas of Expertise
Culturally and Linguistically Responsive Pedagogy
Publications
- Favela, A. & Petteys, P. (Fall 2022). Special Education in Rural Mexico: Two Schools in Jalisco. Journal of the American Academy of Special Education Professionals.
- Torres, D. & Favela, A. (Spring 2022). Surveying the landscape of post-secondary options and support for undocumented students in the Pacific Northwest: A view from one state’s school counselors. Northwest Journal of Teacher Education, Vol 17 (2). https://pdxscholar.library.pdx.edu/nwjte/vol17/iss2/5/
- Favela, A. & DeSaxe, J. (2018). Good Teacher/ Bad Teacher: Countering Corporate Narratives that Dichotomize and Disguise Structural Inequalities. Journal of Thought
- Favela, A. (2017) .Vidas Alrevez: Educational Challenges Facing Deported Families. Journal of Latinos and Education.
- Favela, A. & Torres, D.M. (Winter 2014). Connecting Classrooms and Communities, Identifying Student Needs & Assets. Multicultural Education.
- Favela, A. (October, 2012). Reclaiming Language, Culture, and Hope in a Mexican Indigenous School Community. The Journal of Multiculturalism in Education. Vol 8 (2).
- Favela, A. (2010). Radical Lessons from Oaxaca: Teachers as Social Vanguards.Radical Teacher.
- Favela, A. (2010). Educational Border Crossers: Essential Skills and Attitudes for Teaching Immigrant Students. Saarbrucken: VDM Verlag.
- Expósito, S. & Favela, A. (2009). Reading The World in L1 and L2. In R. Cohen, Ed. Explorations in Second Language Reading. Alexandria, VA: TESOL, Inc.
- Dantas-Whitney, M., Favela, A. Mize, K. & Galloway, M. (2009). They’re Everyone’s Kids: Supporting Teachers Who Support ELLs. ORTESOL Journal. 26 (1), 1-6.
- Favela, A. (2009). Confianza y Consciencia: Transnational Students in Mexican Schools. Border-Lines: Journal of the Latino Research Center. Vol. 3, 6-24.
- Favela, A. & Torres, D.M. (March 2008). Supporting New Minority Teachers through Culture, Community and Collaboration. Northwest Passages. 6 (1), 23-33.
- Favela, A. (2007). Classrooms as Cultural Bridges: Learning with and from Immigrant Communities. Journal of Democracy & Education. 16 (4), 14-21.
- Expósito, S. & Favela, A. (March 2003). Reflective Voices: Valuing Immigrant Students and Teaching with Ideological Clarity. The Urban Review Journal,35 (1), 73-91.
Presentations
Favela, A. (2024). Resources and Strategies for Supporting Mixed Immigration Status Families. California Association for Bilingual Education. Anaheim, CA.
Favela, A. (2022). Strategies for Supporting Undocumented Students and Families. Northwest Teachers for Social Justice (Virtual Conference).
Torres, D. & Favela, A. (2019) Strategies for School Counselors to Better Support Students with Undocumented Status in Challenging Times. Prepárate: Educating Latinos for the Future of America Conference, San Antonio, TX.
Torres, D.: Favela, A.; & Hadraba, H. (2018). Identifying Educators’ Needs: What SchoolCounselors Want to Know to Better Support Students and Families WithUndocumented Status in Challenging Times, Oregon School Counselors Association, Silverton, OR
Favela, A. (2018). Debunking and Reframing Immigration Myths. Northwest Teachers for Social Justice Conference, Portland, OR.
Favela, A. (2018). Invited Presentation: Enhancing Culture, Identity and Community through Oregon’s Dual Language Education Programs. Confederation in Oregon for Language Teaching. Portland, OR.
Favela, A. & Torres, D. (2016). Supporting Immigrant Students in Oregon schools: What Teachers & Counselors Need to Know. Oregon Association for Teacher Education.Monmouth, OR.
Favela, A. (2015). Split by the Border: Educational Challenges for Deported Families.Oregon Association for Teacher Education. Portland, OR.
Favela, A. & deSaxe, J. (2015) Good Teacher/ Bad Teacher: Countering CorporateNarratives that Dichotomize and Disguise Structural Inequalities. NationalAssociation for Multicultural Education, New Orleans, LA.
Favela, A. (2014). Educational Exodus: Deported Families with Students in MexicanSchools. National Association for Multicultural Education, Tucson, AZ.
Favela, A. (2013). Multiple Ways of Knowing and Resisting. National Association for Multicultural Education, Oakland, CA.
Favela, A. (2012). Connecting Classrooms and Communities: Identifying Needs &Assets to Support Students of Color. National Association for Multicultural Education, Philadelphia, PA.
Favela, A. & Torres, D. (2011). Utilizing Community Assets and Voices to Support Students of Color Northwest Teachers for Social Justice, Seattle, WA.
Favela, A. (2011). Estudiantes Trasnacionales en Escuelas Mexicanas Encuentro Internacional Migración y Niñez Migrante. Invited to present at International immigration and migrant student conference. Hermosillo, Mexico.
Favela, A. (2010). Transnational Students in Irish and Mexican Schools International Conference Education, Economy & Society. Paris, France.
Favela, A. & Torres, D. (2010). Accessing Community Assets to Support Students of Color Northwest Teachers for Social Justice, Portland, OR.
Favela, A. & Exposito, S. (2010). Targeting the Achievement Gap: A Parent, School and University Partnership. Oregon Association for Teacher Education Conference, Monmouth, OR.
Favela, A. (2009 invited presentation). Confianza y Conciencia: Transnational Students in Mexican Schools. Invited Presentation for Division K (Teaching and Teacher Education) Special Session: From the Borderlands to the Heartlands: Educating Immigrant Youth from the Mexican Diaspora: Invited Presentation for American Educational Research Association Conference, San Diego, CA.
Favela, A. (2009) Schooling Aqui y Alla: Comparative Perspectives from Transnational Mexican Students. Alternatives to Expulsion, Suspension & Dropping Out Conference. San Antonio, TX.
Favela, A. Mize, K., Dantas-Whitney, M., & Galloway, M. (2008). ESOL Voices from the Field: Rural and Urban ESOL Teachers Speak Out. Oregon Association of Latino Administrators Conference, Western Oregon University, Monmouth, OR.
Favela, A. (2008). Confianza y Consciencia: Counterstories of Marginalized Youth. American Educational Research Association, New York, NY.
Favela, A. (2008). Project TASK: A Model for Teacher Learning and ELL Family Involvement. American Educational Research Association Conference, New York,NY.
Favela, A. (2007). Confianza y Consciencia: Lessons from Mexican Transnational Students American Anthropological Association Conference, Washington, DC.
Favela, A. & Exposito, S. (2007) Reading the Word and The World: The Oregon Language, Literacy and Culture Institute. American Educational Research Association Conference, Chicago, IL.
Favela, A. & Grenz, C. (2006). Community Involvement TASK West Style: Learning with and from Parents. California Association for Bilingual Education Conference, San Jose, CA.
Favela, A. & Torres, D. (2006). Educational Border Crossers: Recruiting and Retaining New Minority Teachers. American Association of Colleges for Teacher Education Annual Meeting, San Diego, CA.
Favela, A. (2006). Supporting New Minority Teachers. Oregon Mentor Academy, Western Oregon University, Monmouth, OR.
Favela, A. & Grenz, C. (2006). Classrooms as Cultural Bridges: Learning with and from Parents. Oregon Association for Teacher Education Conference, Salem OR.
Favela, A. (2006). Recruiting and Retaining New Minority Teachers. Oregon New Teacher Summit, Lewis & Clark College, Portland, OR.
Favela, A. & Wolf. L. (2005) Partnering with Districts to Promote Success for Novice
Teachers and their ELL Students. Oregon Association for Teacher Education Conference, Portland, OR.
Favela, A., Exposito, S., Delaney, M. , Quintanar, A. (2003). Voices of Success: Narratives of College Bound Latinas, Madres Voluntarias and Critical Educators. California Association for Bilingual Education Conference, Los Angeles, CA.
Favela, A. & Exposito, S. (2002). Intern Teachers perceptions of Immigrant Students and Families and how their Perception Impacts Student Efficacy. University California Linguistic Minority ResearchConference, Berkeley, CA.
Favela, A. & Exposito, S. (2002). Breaking the Cycle of Social Reproduction: First YearTeachers’ Journeys with their Students, Families and Communities. California Association for Bilingual Education Conference, San Jose, CA.
Academic Credentials
PhD (2004) Claremont Graduate University /San Diego State University;
MA (1994) London School of Economics and Political Science;
BA (1992) University of California, Berkeley