Noah Asher Golden joined the Attallah College of Educational Studies in 2014, and he teaches in the Integrated Educational Studies program. He earned his doctorate in Language, Culture and Context in Urban Education at the Graduate Center, City University of New York. Prior to joining the faculty at Chapman, Noah worked in the Hunter College CUNY Adolescent Literacy MS.Ed and Teachers College Columbia University English Education M.A. programs, where he taught courses on critical literacy theory and practice, culturally responsive pedagogy, language and culture, and action research. Noah has also worked extensively in school-based teacher development, first as a staff developer for a multi-sited alternative high school in New York City and later as a literacy coach for teachers in high school equivalency centers throughout Manhattan. In these roles, Noah focused on teacher collaboration as a means to create authentic and meaningful learning activities that support minoritized youth.
Noah's research is situated within literacy-and-identity studies and engages critical narrative analysis, discourse analysis, Youth Participatory Action Research, and teacher collaborative analysis/action research. His most recent research documents the ways individual young men of color attending second-chance secondary-level educational programs resist and renegotiate negative positionings of who they are and can become. Noah’s ongoing research interests are 1) to document the linguistic and other social processes that marginalize youth, 2) to explore and implement pedagogical and activist practices that can work to mitigate these processes of marginalization, and 3) to both research and enact meaningful teacher education that prepares candidates to engage this work.
Noah Asher Golden worked in the New York City public school system for 15 years. For the majority of his K-12 teaching career, Noah taught English at a second-chance alternative high school located in the heart of the South Bronx. Prior to teaching at the secondary level, Noah taught upper elementary students in Washington Heights, teaching all subjects in the fourth and fifth grades. To bridge his upper-elementary and secondary-level teaching, Noah spent a year as a substitute teacher at the junior high level. For his final four years working in K-12 education, Noah engaged school-based teacher professional development, working as a literacy coach and staff developer to support teachers in alternative second-chance secondary level programs throughout Manhattan.