Dr. Susan Tilley

Faculty of Education

Dr. Susan Tilley

Professor (PhD)
Department of Graduate and Undergraduate Studies in Education
Full Advisement Load: Contact for Availability for Graduate Advisement

Courses Taught

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 Interests

Research ethics and school-based research; Curriculum; Teacher education; Antiracism, critical white studies, pedagogical practices; Qualitative research, teacher research, critical ethnography; Education-alternative sites (e.g. prison contexts)


Research Reports

School District Research Procedures: State of the Art in Ontario Report on Findings

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.),  (2nd Edition). 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.

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Profile photo of Dr. Susan Tilley
Dr. Susan Tilley
Faculty of Education

Brock University
St. Catharines, On.

WH 375
T 905 688 5550 x3144
E susan.tilley@brocku.ca


Social media for researchers workshop
January 27, 2016 - 1:00pm - 2:30pm
SSHRC Insight Development Grant Writing Workshops
January 11, 2016 - 9:00am - January 14, 2016 - 12:00pm
PhD in Education Portfolio Defence - Owen Webb
January 7, 2016 - 10:00am - 12:00pm