Fernando Gomez

Fernando Gomez serves as Associate Professor of Modern Languages (Spanish) at Knox College, where he has taught since 2005. His academic journey includes a PhD in Hispanic Languages and Literatures from UC Santa Barbara (2007), an MA in Spanish and Spanish-American Literature from the same institution (2003), and undergraduate studies at California State University-Chico.

Professor Gomez's research specializes in monster studies within Spanish Golden Age literature, examining how monstrous figures articulate societal moral boundaries regarding gender, sexuality, race, and political ideologies. His work interrogates the epistemological foundations of 'reality' construction in literary narratives, with particular focus on Pedro Calderón de la Barca's plays and Cervantes' Don Quixote. He investigates how these texts reveal cultural fears and challenge 'us vs them' worldviews.

His publication record demonstrates consistent contributions to Hispanic literary scholarship, with significant articles in Symposium and Bulletin of the Comediantes analyzing representations of St. Patrick's Purgatory in 17th-century Spain and reinterpreting Plato's cave allegory in Calderonian theater. The publications reveal a methodological trajectory moving from textual analysis toward broader cultural epistemology.

Award Highlights:

• Philip Green Wright-Lombard College Prize for Distinguished Teaching (2008)
• Samuel A. Wofsy Memorial Prize for Outstanding PhD Student (2007)
• Hispanic Language and Literatures Outstanding Graduate Student Performance (2004)

Professor Gomez maintains active engagement with the academic community through the Modern Language Association and Phi Kappa Phi honor society. His conference presentations consistently bridge Golden Age scholarship with contemporary social discourse, as evidenced by his 2017 AHCT Symposium paper on gender transgression in La Dama Duende and his 2015 Knox College presentation celebrating Don Quixote's 400th anniversary. Student testimonials highlight his 'enthusiastic' teaching style and ability to foster inclusive classroom dialogue.