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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  

Lily is a Senior Lecturer in Primary Science Education for the School of Education.

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

  • Rahmawati, Y., Taylor, L., Taylor, PC., Koul, R. (2020). Student empowerment in a constructivist values learning environment for a healthy and sustainable world. Learning Environments Research, 2020(Article in press), 1-18. https://doi.org/10.1007/s10984-020-09336-9.

Conference Publications

  • 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.
  • 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.

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

Principal Supervisor

  • Doctor of Philosophy, Transformative education at the interface of spirituality and positive psychology: An auto/ethnographic inquiry of enhancing resiliency through psychospiritual counselling

Co-principal Supervisor

  • Doctor of Philosophy, A data-informed approach to training volunteers to teach eal to adult refugees and asylum seekers

Associate Supervisor

  • Doctor of Philosophy, Girls and secondary education opportunities in rural Tanzania: Perceptions and beliefs of men in the Sukuma community in the Magu

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 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, Teacher education for cultural diversity
  • Doctor of Philosophy, Engaging students through the use of dilemma stories
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