Rubén A. González (he/him/él)

Rubén González, proudly from Greenfield, California, is employed as an Assistant Professor in the Department of Learning and Instruction at the University at Buffalo. He earned his PhD in Race, Inequality, & Language in Education and Curriculum Studies & Teacher Education from Stanford University, where he also completed a Master of Arts in Sociology. He examines how K-12 students and teachers of Color develop and enact a critical sociopolitical disposition in various educational settings. His research has been supported by the Ford Foundation Predoctoral Fellowship, the National Academy of Education (NAEd)/Spencer Foundation Dissertation Fellowship, and the National Council of Teachers of English (NCTE) New Cultivating New Voices among Scholars of Color (CNV) Fellowship. Rubén began his career as a high school English and English Language Development (ELD) teacher in Sacramento, California. As a first-generation college student, he earned a Bachelor of Arts degree in English from California State University, Sacramento, after transferring from Hartnell College with an Associate of Arts degree in General Studies.

• PhD in Race, Inequality, and Language in Education & Curriculum Studies and Teacher Education, Stanford University (2025)
• MA in Sociology, Stanford University (2024)
• Teacher Credential in English, California State University, Sacramento (2014)
• BA in English, California State University, Sacramento (2013)
• AA in General Studies, Hartnell College (2010)

• NAEd/Spencer Dissertation Fellowship; NAEd/Spencer Foundation; 2024-09-01;
• Cultivating New Voices among Scholars of Color (CNV) Fellowship; National Council of Teachers of English; 2024-09-01;
• Ford Foundation Predoctoral Fellowship; National Academies of Science, Engineering, and Medicine; 2022-09-01;

• Garcia, A., González, R. A., Jackson, K., & Mirra, N. (2025).Teaching about Palestine in U.S. schools from the 1980s to present day: A systematic review of research. Educational Researcher. Advanced online publication.
• González, R. A. (2025). “The police don’t keep people safe”: The abolitionist becoming of Latina pre-service teachers. Curriculum Inquiry. 55(1), 98-119.
• González, R. A. & Jones, B. L. (2025) From dreaming of freedom to freedom dreaming: Developing students’ abolitionist praxis through interdisciplinary literacy instruction. The Reading Teacher, 78(5), 267–278.

• González, R. A. & Garcia, A. (2026). Teaching toward liberation: Abolitionist multiliteracies within & beyond English language arts classrooms. In E. Morrell, N. Mirra, A. Garcia, C. de los Ríos, J. Lyiscott (Eds.), Critical English Education: Enduring Voices, New Perspectives. Routledge.
• Robillard, S., González, R. A., & Garcia, A. (2025). A tale of two working mothers: The intersection of COVID-19 and feminism in the United States. In S. Goldman, B. Barron, E. Kozleski, & A. Garcia, (Eds.), Families, COVID, and Unequal Schooling in the US: Resilient Learning Ecologies, Intersectional Portraits, and Layered Theoretical Perspectives. Routledge.

• Chair, College Section Nominating Committee, National Council of Teachers of English (NCTE)
  09/01/2025-09/01/2026

• Journal Editorial Board; Urban Education
  09/01/2025-09/01/2028