Noah Asher Golden

Noah Asher Golden is an Associate Professor in the Teacher Education department at the College of Education, California State University, Long Beach. His work bridges research, teaching, and activism in literacy education, with a strong focus on equity, critical pedagogy, and the experiences of minoritized youth.

• Ph.D. in Urban Education: Languages, Cultures, and Contexts – City University of New York Graduate Center
• Ed.M. in English Education – Teachers College, Columbia University
• M.A. in Philosophy and Education – Teachers College, Columbia University
• B.A. in Philosophy and English – Tufts University

His research investigates how marginalized adolescent learners navigate and resist deficit narratives through identity (re)positioning, with a focus on critical literacy, trauma-informed practices, and justice-oriented teacher education. He examines the role of instruction in supporting students in alternative and urban learning environments to reclaim agency and author their own educational trajectories.

Golden’s recent publications and conference presentations reveal a consistent engagement with themes of critical media literacy, youth activism, ecopedagogy, and resistance to neoliberal reforms in education. His work often centers on teacher education, advocating for pedagogies that are responsive, anti-racist, and community-engaged.

• ELATE Research Initiative Award
• Supported by The Spencer Foundation
• Supported by English Language Arts Teacher Educators (ELATE)

Golden actively mentors future educators and collaborates on research projects focused on equity, identity, and literacy. He leads studies on instructional practices that foster student (re)positioning and has been involved in national advocacy efforts against high-stakes teacher assessments like edTPA. He also contributes to professional development through invited talks and workshops on narrative analysis, radical listening, and urban education.

He is involved in collaborative research initiatives such as the Conexiónes Collaborative Action Research Project and has presented at major conferences including AERA, NCTE, and LRA. His current project, supported by The Spencer Foundation, investigates how instruction supports marginalized students’ identity work in alternative academic programs.