Professor (PhD), Department of Educational Studies
Full Advisement Load: Contact for Availability for Graduate Advisement
- EDUC 7F20: Core Seminar I: Research, Theories and Issues – Joint PhD in Educational Studies
- EDUC 5V03: Culture, Identity, and Pedagogy: Advancing a Lived Curriculum
- EDUC 5P00: Curriculum Theory and Design
- EDUC 5P16: Designing Curriculum to Develop Thinking Abilities
- EDUC 5V90: Qualitative Methods in Educational Research
- EDUC 5N99: Graduate Seminar in Education
- EDUC 5P90: Research Proposal Tutorial
- EDUC 5P93: Research Project
- EDUC 5F95: Thesis Tutorial in Educational Studies
- EDUC 5P98: Independent Study in Education
- EDUC 5P49 Writing Development: Teaching Writing in the Schools
- EDUC 5V96: Internship in Educational Issues
- Research ethics and school-based research
- Teacher education
- Antiracism, critical white studies, pedagogical practices
- Qualitative research, teacher research, critical ethnography
- Education-alternative sites (e.g. prison contexts)
Tilley S. A. (2016). Doing Respectful Research: Power, Privilege and Passion. Halifax, NS, Canada: Fernwood Press
Chapters in Books
Tilley, S. A., & Powick, K. D. (2015) “Radical stuff”: Starting a conversation about racial identity and white privilege. In P. Carr & D. Lund (Eds.), (2ndEdition). Revisiting the great white north? Reframing whiteness, privilege, and identity in education in Canada, (pp. 125-139). Rotterdam, The Netherlands: Sense.
Tilley, S. (2010) Re-searching ties to home: “Troubling” notions of identity. In U. Kelly & E. Yeoman (Eds.), Despite this loss: Essays on culture, memory, and identity, (pp. 127-136). St. John’s, Newfoundland, Canada: Iser Books.
Tilley, S.A. & Powick, K. (2007) “Radical stuff”: Starting a conversation about racial identity and white privilege. In P. Carr & D. Lund, The great white north: Exploring whiteness, privilege, and identity in education in Canada (107-118). The Netherlands: Sense Publishing.
Tilley, S. A. (2006). Multicultural practices in educational contexts: Addressing diversity and the silence around race. In D. Zinga, Navigating Multiculturalism: Negotiating Change, 142-159. Cambridge Scholars Press: Newcastle, UK.
Tilley, S. (2000). “Provincially speaking: You don’t sound like a Newfoundlander”, in C.E. James (Ed.), Experiencing difference (pp. 235-245). Halifax, NS: Fernwood Press.
Papers in Refereed Journal
Tilley, S. A. & Taylor, L. (2015). Complicating notions of ‘scholar-activist’ in a globalcontext: A discussion paper. Journal of the International Society for Teacher Education, 18(2), 51-60.
Taylor, L., & Tilley, S. A. (2013). Happiness at what cost? Journal of the International Society for Teacher Education. 17(1), 72-84.
Teeuwsen, P. Ratkovik, S. & Tilley S. A. (2012) Becoming academics: experiencing legitimate peripheral participation in part-time doctoral studies, Studies in Higher Education, DOI:10.1080/03075079.2012.729030
Tilley, S. & Taylor, L. (2012). Understanding curriculum as lived: Teaching for social justice and equity goals. Race, Ethnicity and Education. DOI:10.1080/13613324.2011.645565
Ratkovic, S., Tilley, S. A., & Teeuwsen, P. (2010) Enhancing capacity for social justice work: Building critical consciousness. South Africa Journal of Higher Education, 24(3), 392-406.
Tilley, S. A., Powick-Kumar, K. D., & Ratkovic, S. (2009). Regulatory practices and school-based research: Making sense of research/ethics review. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 10(2),
(Article 32). Available at http://www.qualitative-research.net/index.php/fqs/article/view/1287
Tilley, S. A. (2008). A troubled dance: Doing the work of research ethics review. Journal of Academic Ethics, 6, 91-104.
Tilley, S.A., & Gormley, L. (2007). Canadian university ethics review: Cultural complications translating principles into practice. Qualitative Inquiry, 13 (3), 368-387.
Tilley, S.A., Killins, J., & Van Oosten, D. (2005). Connections and tensions between universities and school districts: Research Review Boards and school-based research. Alberta Journal of Educational Research, 51(3), 277-292.
Tilley, S., & Castle, J. (2003). Teacher testing: Dimensions and debates in a Canadian
context. Journal of the International Society for Teacher Education, 7(2), 1-13.
Castle, J. & Tilley, S. (2003). Teacher testing in Canada: A cautionary tale. Policy and Practice in Education, 10(1), 8-19.
Tilley, S. (2003). “Challenging” research practices: Turning a critical lens on the work of transcription. Qualitative Inquiry, 9(5), 750-773.
Tilley, S. (2003). Transcription work: Learning through co-participation in research practices. International Journal of Qualitative Studies in Education, 16 (5).
Tilley, S., & Powick, K. (2002). Distanced data: Transcribing other people’s research tapes. Canadian Journal of Education, 27(2/3), 269-287.
Tilley, S. (1998). Conducting respectful research: A critique of practice. Canadian Journal of Education, 23(3), 316-328.