Top of page
Global Site Navigation

School of Education

Local Section Navigation
You are here: Main Content

Dr Lily Taylor

Senior Lecturer

Staff Member Details
Telephone: +61 8 6304 3531
Email: e.taylor@ecu.edu.au
Campus: Mount Lawley  
Room: ML17.129  
ORCID iD: https://orcid.org/0000-0003-0328-0733

Lily is a Senior Lecturer in Primary Science Education and an educational researcher.

Current Teaching

  • SCE6103 - Primary Science Education
  • SCE4275 and SCE6275 - Teaching Integrated Science in the Middle & Upper Primary Years
  • SCE4280 and SCE6280 - STEM Project

Background

Lily has been teaching Primary Science Education and conducting research at ECU since 2018. To-date she has supervised to completion 11 doctoral and 1 masters by research students at ECU, Murdoch University and Curtin University. Prior to coming to ECU (2013-2017), she took a break from her full-time academic career to focus on her family. During that time she was working part-time as adjunct senior lecturer at Murdoch University developing secondary science units and teaching a range of online units.

Between 2004 and 2013, Lily was a senior lecturer at Curtin University where she developed and taught units in curriculum theory and research methods - particularly qualitative research methods - at Honours, Masters and doctoral levels. Between 2009 and 2012, she was a chief investigator on an ARC Discovery Research Grant focusing on Sustainability Education. In her role as Academic Course Coordinator of the BEd Secondary and the Graduate Diploma Secondary at Curtin, she coordinated a major course review. During her PhD (1999-2003), she was a research associate at the ARC Science and Mathematics Education Centre (SMEC).

Before migrating to Australia, Lily trained as a secondary Biology/Environmental Science teacher and graduated with a Master's degree from the University of Salzburg, Austria. During her Masters studies, she worked as a student assistant at the Department of Biophysics, University of Salzburg, conducting measurements in the Salzburg Province Radiation Laboratory and at the Department of Mineralogy where she engaged in X-Ray Crystallography. Her current research interests lie in STEAM, Sustainability Education and Transformative Education. In addition to her passion for science and particularly for transformative STEAM and sustainability education, Lily has completed additional training in Counselling (Master of Counselling), Executive Certificate of Coaching and an Advanced Diploma in Creative Art Therapy.

Professional associations

  • Australian Science Education Research Association (ASERA)
  • European Science Education Research Association (ESERA)
  • Lead Editor - Cultural Studies of Science Education (CSSE, Q1)
  • Review Panel of Sustainability (Q1)
  • Review Panel of the Australian Journal of Teacher Education (AJTE, Q2)
  • Review Panel of Education Sciences (Q2)
  • Australian Counselling Association (ACA) (Level 3 Member)

Awards and recognitions

  • Edith Cowan University School of Education Research Awards - Best Paper with an International Partnership, 2021
  • Shortlisted for best paper award NARST (National Association of Research in Science Teaching), US
  • Curtin University Women’s Research Seeding Grant Award

National and international research awards

2009-2012: ARC Discovery Grant.
Role: Chief Investigator
Funding Body: The Australian Research Council, Canberra, Australia.
Title: Sustainable Sustainability: Preparing Australia’s Future Citizens for Informed Decision-making through Socially Responsible Science Education.

Research areas and interests

  • STEAM Education
  • Education for Sustainable Development
  • Transformative Education
  • Education against Violent Extremism and Peace Education
  • Research Methodologies: Ethnography, Auto/ethnography, Grounded Theory
  • Critical theory

Qualifications

  • Master of Councelling, University of Notre Dame Australia, 2013.
  • Doctor of Philosophy, Curtin University of Technology, 2003.
  • Master of Natural Sciences, Austria, 1995.

Research Outputs

Journal Articles

  • Taylor, PC., Taylor, L. (2023). STEAM education for resolving global sustainability crises. Pedagogical Dialogue, 3(45), 16 pages.
  • Rahmawati, Y., Mardiah, A., Taylor, L., Taylor, PC., Ridwan, A. (2023). Chemistry Learning through Culturally Responsive Transformative Teaching (CRTT): Educating Indonesian High School Students for Cultural Sustainability. Sustainability, 15(8), Article number 6925. https://doi.org/10.3390/su15086925.

Conference Publications

  • Rahmawati, Y., Taylor, L., Taylor, PC., Mardiah, A. (2023). Environmental Sustainability in Education: Integration of Dilemma Stories into a STEAM Project in Chemistry Learning. Flexibility in Research and Innovation on Science, Mathematics, Environment, and education for sustainable development (Article number 040003). AIP Publishing. https://doi.org/10.1063/5.0106208.

Book Chapters

  • Taylor, L. (2022). Ethical Dilemma Story Pedagogy: Values Learning and Ethical Understanding for a Sustainable World. Transformative STEAM Education for Sustainable Development: International Perspectives and Practices (20-33). Brill. https://doi.org/10.1163/9789004524705_002.
  • Taylor, L. (2022). Transformative Teacher Education For Sustainability: From STEM to STE(A)M. Transformative STEAM Education for Sustainable Development: International Perspectives and Practices (59-75). Brill. https://doi.org/10.1163/9789004524705_004.
  • Taylor, L., Taylor, PC. (2022). Transformative STEAM Education for Sustainable Development: Beyond Traditional STEM Education. Transformative STEAM Education for Sustainable Development: International Perspectives and Practices (3-19). Brill. https://doi.org/10.1163/9789004524705_001.

Journal Articles

  • Rahmawati, Y., Taylor, L., Taylor, PC., Ridwan, A., Mardiah, A. (2022). Students’ engagement in education as sustainability: Implementing an ethical dilemma-STEAM teaching model in chemistry learning. Sustainability, 14(6), Article Number 3554. https://doi.org/10.3390/su14063554.

Journal Articles

  • Rahmawati, Y., Taylor, L., Taylor, PC., Koul, R. (2021). Student empowerment in a constructivist values learning environment for a healthy and sustainable world. Learning Environments Research, 24(3), 451-468. https://doi.org/10.1007/s10984-020-09336-9.

Conference Publications

  • Taylor, P., Taylor, L. (2019). Transformative STEAM education for sustainable development. Empowering science and mathematics for global competitiveness. Proceedings of the Science and Mathematics International Conference (SMIC 2018) (125-131). Taylor & Francis.
  • Taylor, L., Taylor, P., Hill, J. (2019). Ethical dilemma story pedagogy - A constructivist approach to values learning and ethical understanding. Empowering science and mathematics for global competitiveness. Proceedings of the Science and Mathematics International Conference (SMIC 2018) (118-124). CRC Press.

Book Chapters

  • Taylor, L., Taylor, PC. (2018). Breaking Down Enlightenment Silos: From STEM to ST2EAM Education, and Beyond. Thirteen Questions: Reframing Education's Conversation: Science (455-472). Peter Lang Publishing.

Journal Articles

Book Chapters

  • Taylor, L. (2017). Recovery From Eating Disorders and Child Sexual Abuse: Enhancing Personal Sustainability through Mindfulness-Based, Transpersonal Art Therapy. Weaving Complementary Knowledge Systems and Mindfulness to Educate a Literate Citizenry for Sustainable and Healthy Lives (371-386). Sense Publishers.

Journal Articles

  • Taylor, L., Taylor, PC., Karnovsky, S., Aly, A., Taylor, N. (2017). "Beyond Bali": a transformative education approach for developing community resilience to violent extremism. Asia Pacific Journal of Education, 37(2), 193-204. https://doi.org/10.1080/02188791.2016.1240661.

Book Chapters

  • Taylor, L. (2016). Mindfulness and Flow in Transpersonal Art Therapy. Mindfulness and Educating Citizens for Everyday Life (27-46). Sense Publishers.

Journal Articles

  • Sonja, K., Taylor, L., Taylor, PC. (2015). When Policy and Infrastructure Provisions are Exemplary but Still Insufficient: Paradoxes Affecting Education for Sustainability (EfS) in a Custom-designed Sustainability School. Journal of Education for Sustainable Development, 9(2), 179-195.

Book Chapters

  • Penna, KN., Taylor, L. (2014). Benefits of Using Qualitative Ethnographic Methodology in the Evaluation of Preservation Training Programs' Performance in Developing Countries: A Case Study of the Northeast Region of Brazil. Preservation Education - Sharing Best Practices and Finding Common Ground (97-114). University Press of New England.

Journal Articles

  • Aly, A., Taylor, L., Karnovsky, S. (2014). Moral Disengagement and Building Resilience to Violent Extremism: An Education Intervention. Studies in Conflict and Terrorism, 37(4), 369-385. https://doi.org/10.1080/1057610X.2014.879379.

Book Chapters

  • Taylor, L., Taylor, PC., Chow, M. (2013). Diverse, Disengaged and Reactive: A Teacher's Adaptation of Ethical Dilemma Story Pedagogy as a Strategy to Re-engage Learners in Education for Sustainability. Science Education for Diversity: Theory and Practice (97-117). Springer.

Book Chapters

  • Peter Charles, T., Taylor, L., Chandra Luitel, B. (2012). Multi-paradigmatic Transformative Research as/for Teaching Education: An Integral Perspective. Second International Handbook of Science Education (373-387). Springer. https://doi.org/10.1007/978-1-4020-9041-7_26.

Research Student Supervision

No data available

Principal Supervisor

  • Doctor of Philosophy, Psycho-spiritual counselling to enhance resiliency as transformative education: An auto-ethnographic inquiry of the interface between spirituality and positive psychology

Co-principal Supervisor

  • Doctor of Philosophy, Backboards to blackboards : rebounding from the margins ; a critical auto/ethnographic study of the struggle for culturally-sensitive educational pathways for Aboriginal girls
  • Doctor of Philosophy, Teacher education for cultural diversity
  • Doctor of Philosophy, Engaging students through the use of dilemma stories
  • Doctor of Philosophy, Teacher empowerment : an interpretive study of the experience of Asian migrant teachers in Western Australia
  • Doctor of Philosophy, Engaging students through the use of dilemma stories
  • Doctor of Philosophy, “Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees
  • Doctor of Philosophy, Girls and secondary education opportunities in rural Tanzania: Men's influences on equity in education in the Magu district
Skip to top of page