School of Education

Senior Lecturer

Qualifications

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

Recent Publications (within the last five years)

Book Chapters

• Taylor, L., (2019), Reaching out to the disaffected: Mindfulness and art therapy for building resilience to violent extremism. Mindfulness in Education, 39-51, New York, Routledge.
• 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, New York, Peter Lang Publishing.
• 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, 60(24), 371-386, Rotterdam, Netherlands, Sense Publishers.
• Taylor, L., (2016), Mindfulness and Flow in Transpersonal Art Therapy. Mindfulness and Educating Citizens for Everyday Life, 53(1), 27-46, Rotterdam, Netherlands, Sense Publishers.
• 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, London, UK, University Press of New England.

Journal Articles

• Taylor, L., (2018), Reaching out to the disaffected: mindfulness and art therapy for building resilience to violent extremism. Learning: Research and Practice, 4(1), 39-51, DOI: 10.1080/23735082.2018.1428109.
• 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.
• 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.
• 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, Routledge, DOI: 10.1080/1057610X.2014.879379.

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), 1(2–4 November 2018), 118-124, Boca Raton, CRC/Taylor & Francis, DOI: 10.1201/9780429461903.
• 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, Boca Raton, CRC/Taylor & Francis, DOI: doi.org/10.1201/9780429461903.

Research Student Supervision

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, Engaging students through the use of dilemma stories
• Doctor of Philosophy, Engaging students through the use of dilemma stories
• Doctor of Philosophy, Teacher education for cultural diversity
• Doctor of Philosophy, Teacher empowerment : an interpretive study of the experience of Asian migrant teachers in Western Australia