Ms Claudia Alejandra Rozas Gomez

PhD, MA (Hons), DipArts, DipTchg

Biography

I am interested in sociological and philosophical approaches to schooling and education and how these disciplines might help us to make education good and right. I have a particular interest in secondary English curriculum and its relationship to social equity and educated ideals. I am also interested in education policy and in the relationships between policy and practice.

Research | Current

In the School for Critical Studies in Education, my research explores the versions of secondary English that are possible right now and what these versions mean for teachers, students, and broader curriculum policy. I draw from a range of social theories and use both qualitative methodologies and theory as analytical frameworks. I am interested in how wider discourses produce particular truths about teaching and learning (and corresponding practices) and the extent to which they foster or constrain possibilities for educational equity.

In the Centre for Arts and Social Transformation, I am working on a small book with Professor Peter O'Connor that uses polemics and prose to consider the place of wonder in education.

 

Teaching | Current

  • EDUC 116 Introduction to Educational Thought
  • EDUC 204 Philosophy and Sociology of Education
  • EDUC 308 Teachers and Teaching
  • EDUC 603 Education and Society

Responsibilities

EDUC 308 and EDUC 603

Areas of expertise

  • Sociology of Education
  • Secondary English Curriculum
  • Paulo Freire
  • Poststructuralist frameworks

Committees/Professional groups/Services

School of Critical Studies: Teaching and Learning Committee

Selected publications and creative works (Research Outputs)

As of 29 October 2020 there will be no automatic updating of 'selected publications and creative works' from Research Outputs. Please continue to keep your Research Outputs profile up to date.
  • 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.
  • 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 office location

N - BLOCK. EPSOM - Bldg 6EN
Level 3, Room 311C
EPSOM CAMPUS 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand