A Longoria, Ph.D.
they/them; Longoria, Assistant Professor
Dr. Longoria (they/them; Longoria) is Assistant Professor of Secondary Education in the Woodring College of Education at Western Washington University (WWU). They are a strong proponent of multicultural education, identity-sustaining pedagogy, and bridging the divide between methods (practice) and foundations (theory) in teacher education. A former high school teacher, they serve as co-advisor and are faculty for the Master in Teaching (MIT) program. They also currently serve as co-chair (2020-2022) of the American Educational Research Association (AERA) Queer Studies Special Interest Group (SIG). Alongside department colega Dr. Vero Vélez, Longoria is co-supporting the development of Ethnic Studies curriculum with a collective of educators for Bellingham Public Schools. They have taught courses for Family and Community Engaged Teaching (FACET) and are affiliate faculty for the Education and Social Justice (ESJ) minor. Originally from El Centro, California, Longoria is a Chinx-Chicanx grandchild of immigrants from the Pearl River Delta in China and the state of Zacatecas in Mexico. Outside of academia, Longoria enjoys fiber crafting (knitting, crochet, spinning, and weaving), bel canto opera, and cooking.
- BA in English (minor in History), San Francisco State University
- Master in Teaching in Secondary Education, Seattle University
- PhD in Curriculum and Instruction: Multicultural Education, University of Washington, Seattle
- Washington Teaching Certificate (endorsements in English/Language Arts, History, and Social Studies)
Selected Publications and Presentations
Rios, F. & Longoria, A. (2021). Creating a home in schools: Sustaining identities for Black, Indigenous and teachers of color (Multicultural Education Series). New York, NY: Teachers College Press.
Longoria, A. (2020). Teacher education programs and anti-racism. Virtual Conference: Educators for Anti-Racism. Video of presentation.
Longoria, A. (2020, June). Reflecting on Latinx Courage. Hispanic Outlook on Education, 30(9), 42.
Longoria, A. (2020). Locating Queer and undocuQueer for teacher education: Pedagogical and intersectional contexts for Queer-class studies. Seattle, WA: Modern Language Association (MLA) Annual Conference.
Longoria, A., Baker-Sennett, J., Chu, M., Korsmo, J., Larson, B., Velez, V., & Van Wingerden, C. (2019). Building critical consciousness for family and community engaged teaching: Lessons learned in a middle grades after-school program. Victoria, BC: Child & Youth Care in Action VI.
Larson, B., Baker-Sennet, J., Chu, M., Korsmo, J., Longoria, A., & Velez, V. (2019). Family and community engaged teaching: A systems approach to pre-service teacher preparation. Paper Session. Toronto, ON: American Educational Research Association (AERA) Annual Meeting.
Escamilla, L. & Longoria, A. (2019). Strengthening our continuing journey: Educators of color creating puentes (bridges). Surrey, BC: Teaching for Joy and Justice: A Cross- border Conference for British Columbia, Washington, and Oregon Teachers.
Research Agenda and Scholarly Interests
Longoria’s research agenda centers on exploring broadly the concepts of sustaining identities, migrations across borders, and home. This research is situated at the intersections of teacher education, multicultural education, and Queer and Latinx issues in education. Additional scholarly interests:
- Identity-sustaining pedagogies
- Early-career Black, Indigenous, and Teachers of Color (BITOC) retention
- Pedagogies of the Latinx Queer body and corporeal pedagogies
- Gender variance in education: history, policy, and practice
- Queer immigrant youth and UndocuQueer identities and activism
- Comparative education
Honors and Awards
- Faculty Fellow, American Association of Hispanics in Higher Education, 2020
- Fellow, James W. Scott Regional Research Fellowship, WWU Center for Pacific Northwest Studies, 2020