Ms Claudia Alejandra Rozas Gomez

MA (Hons), DipArts, DipTchg

Biography

Are sociologists right when they claim that schools contribute to the social reproduction of social inequality? How might critical and post structuralist frameworks make visible aspects of schooling that other theoretical frameworks fail to illuminate? Should solidarity and mutual responsibility to one another be an outcome of schooling? Educational philosopher Keran Egan (2010) suggests that Education primarily resides in the “awkward realm of ideas”. My work here in the Faculty of Education allows me to spend lots of time in the realm.

Research | Current

My research programme explores knowledge and differing access to different forms of knowledge in secondary English classrooms. My PhD seeks to theorise and explain the decisions that teachers make about the kinds of literacies they deliver to different groups of students. I am interested in the ‘effects’ of such literacies and the extent to which they contribute to the development of creative and critical capabilities in learners. My research also explores how different forms of knowledge may contribute to the development of social connectedness and mutuality among students. My theoretical frameworks draw from the work of educational philosophers such as Paulo Freire as well as from contemporary social theory. My methodologies are qualitative, including critical discourse analysis. My research contributes to philosophical and sociological inquiry in Education. It considers how wider discourses produce particular truths about teaching and learning (and corresponding practices) and the extent to which they enable or constrain possibilities and spaces for educational equity.

Teaching | Current

  • EDUC 205
  • EDUC 321
  • EDPROFST 612B

Responsibilities

EDUC 321 and EDPROFST 612B

Areas of expertise

  • Sociology of Education
  • Paulo Freire
  • Diversity and Education

Committees/Professional groups/Services

  • CRSTIE Education Committee, TE Grad Dip Secondary Redevelopment Committee, TE Grad Dip Secondary Subcommittee
  • Member of NZATE (National Association of Teachers of English)
  • Epsom Normal Primary School Trustee

Selected publications and creative works (Research Outputs)

  • Rozas Gomez, C. (2013). Strangers and orphans: Knowledge and mutuality in Mary Shelley’s Frankenstein. Educational Philosophy and Theory: Incorporating ACCESS, 45 (4), 360-370. 10.1080/00131857.2012.718152
  • Rozas Gomez, C. A. (2011). Literacy 'by hook or by crook': differentiated access to literacy in secondary English Classrooms. Changing trajectories of teaching and learning (pp. 149-164). Wellington: NZCER.
    URL: http://hdl.handle.net/2292/13621
  • Rozas Gomez, C. A. (2011). Literacy, diversity, and performativity in secondary English classrooms. Paper presented at Language, Education & Diversity Conference, Faculty of Education, Auckland, New Zealand. 22 November - 25 November 2011.
    URL: http://hdl.handle.net/2292/17497
  • Bullen, P., Farruggia, S. P., Rozas Gomez, C. A., Hebaishi, G. H., & Mahmood, M. R. (2010). Meeting the Graduating Teacher Standards: The added benefits for undergraduate university students who mentor youth. Educational Horizons, 89 (1), 47-61.
    URL: http://hdl.handle.net/2292/11011
    Other University of Auckland co-authors: Pat Bullen, Mohamed Alansari
  • Rozas Gomez, C. A. (2007). The possibility of justice: the work of Paulo Freire and difference. Studies in Philosophy and Education: an international quarterly, 26, 561-570. 10.1007/s11217-007-9065-z
    URL: http://hdl.handle.net/2292/14649
  • Rozas Gomez, C. A. (1994). Vital facts for girls: Constructing the feminine in Adventist churches University of Auckland. University of Auckland.

Contact details

Primary location

N - BLOCK. EPSOM - Bldg 6EN
Level 5 , Room 556
EPSOM CAMPUS, 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand