Susan Tilley
Biographic Data
| ID | 212052 |
|---|---|
| NAME | Susan Tilley |
| GIVEN NAMES | Susan |
| FAMILY NAME | Tilley |
| SIGNATURE | TILLEY S |
| AFFILIATIONS | Brock University |
| ORCID | 0000-0002-8466-7587 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 60 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 4 |
The role of critical qualitative research in educational contexts: A Canadian perspective
In this paper, the author discusses the qualitative shift in educational research from a historical dependence on positivist and post-positivist frameworks to a proliferation of research situated within a qualitative, interpretivist paradigm. Offering a Canadian perspective, the author situates the discussion of critical qualitative research in relation to the growing neoliberal influence on educational contexts and policy decisions. She argues t…
Qualitative Methods and Respectful Praxis: Researching With Youth
In this article, we report on findings from a critical literature review of qualitative methods in youth-focused research. The articles reviewed cover an array of methods including those used traditionally in qualitative research and others more recently established. We identify methods that involve youth in general and youth marginalized and/or criminalized within institutional structures, more specifically. We explore the ethical implications o…
Becoming academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies
An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens, their experiences of shifting towards fuller participation in, and identification with, the academic…
Understanding curriculum as lived: Teaching for social justice and equity goals
This article explores the experiences of two university instructors who taught, on separate occasions, the same graduate course in education that was designed to encourage graduate students (the majority of whom were White teachers) to critically engage issues of difference, race, Whiteness, color-blindness and privilege in their classrooms. Leanne (untenured, Black mixed-race and middle class) and Susan (tenured, White and middle class) discuss …
A Troubled Dance: Doing the Work of Research Ethics Review
Canadian University Ethics Review: Cultural Complications Translating Principles Into Practice
Drawing from educational research conducted in Canada and Mexico, university researchers explore how culture complicates both the ethics review process and the translation of ethical research principles into practice. University researchers in Canadian contexts seek approval from university Research Ethics Boards to conduct research, following policies outlined in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. In…
Transcription work: Learning through coparticipation in research practices
The focus for this paper evolved out of doctoral research conducted by the author with incarcerated women attending a prison school. During that project, she hired an assistant to transcribe audiotapes of interviews, participant observations, and field notes. In this paper, one context‐specific case is used to examine the complexities of transcription work involving a person other than the researcher. Lave and Wenger's (1991) “legitimate peripher…
"Challenging" Research Practices: Turning a Critical Lens on the Work of Transcription
This article interrogates transcription work in the context of qualitative research. Although it is common practice in academe for someone other than the researcher to transcribe tapes recorded for purposes of data collection, the author argues the importance of researchers taking seriously the ways in which the person transcribing tapes influences research data. She suggests that the transcriber's interpretive/analytical/theoretical lens shapes …
"Challenging" Research Practices: Turning a Critical Lens on the Work of Transcription
This article interrogates transcription work in the context of qualitative research. Although it is common practice in academe for someone other than the researcher to transcribe tapes recorded for purposes of data collection, the author argues the importance of researchers taking seriously the ways in which the person transcribing tapes influences research data. She suggests that the transcriber's interpretive/analytical/theoretical lens shapes …
Transcription work: Learning through coparticipation in research practices
The focus for this paper evolved out of doctoral research conducted by the author with incarcerated women attending a prison school. During that project, she hired an assistant to transcribe audiotapes of interviews, participant observations, and field notes. In this paper, one context‐specific case is used to examine the complexities of transcription work involving a person other than the researcher. Lave and Wenger's (1991) “legitimate peripher…
Becoming academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies
An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens, their experiences of shifting towards fuller participation in, and identification with, the academic…
Canadian University Ethics Review: Cultural Complications Translating Principles Into Practice
Drawing from educational research conducted in Canada and Mexico, university researchers explore how culture complicates both the ethics review process and the translation of ethical research principles into practice. University researchers in Canadian contexts seek approval from university Research Ethics Boards to conduct research, following policies outlined in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. In…
The role of critical qualitative research in educational contexts: A Canadian perspective
In this paper, the author discusses the qualitative shift in educational research from a historical dependence on positivist and post-positivist frameworks to a proliferation of research situated within a qualitative, interpretivist paradigm. Offering a Canadian perspective, the author situates the discussion of critical qualitative research in relation to the growing neoliberal influence on educational contexts and policy decisions. She argues t…
Qualitative Methods and Respectful Praxis: Researching With Youth
In this article, we report on findings from a critical literature review of qualitative methods in youth-focused research. The articles reviewed cover an array of methods including those used traditionally in qualitative research and others more recently established. We identify methods that involve youth in general and youth marginalized and/or criminalized within institutional structures, more specifically. We explore the ethical implications o…
Understanding curriculum as lived: Teaching for social justice and equity goals
This article explores the experiences of two university instructors who taught, on separate occasions, the same graduate course in education that was designed to encourage graduate students (the majority of whom were White teachers) to critically engage issues of difference, race, Whiteness, color-blindness and privilege in their classrooms. Leanne (untenured, Black mixed-race and middle class) and Susan (tenured, White and middle class) discuss …
Transcription work: Learning through coparticipation in research practices
The focus for this paper evolved out of doctoral research conducted by the author with incarcerated women attending a prison school. During that project, she hired an assistant to transcribe audiotapes of interviews, participant observations, and field notes. In this paper, one context‐specific case is used to examine the complexities of transcription work involving a person other than the researcher. Lave and Wenger's (1991) “legitimate peripher…
"Challenging" Research Practices: Turning a Critical Lens on the Work of Transcription
This article interrogates transcription work in the context of qualitative research. Although it is common practice in academe for someone other than the researcher to transcribe tapes recorded for purposes of data collection, the author argues the importance of researchers taking seriously the ways in which the person transcribing tapes influences research data. She suggests that the transcriber's interpretive/analytical/theoretical lens shapes …
Canadian University Ethics Review: Cultural Complications Translating Principles Into Practice
Drawing from educational research conducted in Canada and Mexico, university researchers explore how culture complicates both the ethics review process and the translation of ethical research principles into practice. University researchers in Canadian contexts seek approval from university Research Ethics Boards to conduct research, following policies outlined in the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. In…
A Troubled Dance: Doing the Work of Research Ethics Review
Understanding curriculum as lived: Teaching for social justice and equity goals
This article explores the experiences of two university instructors who taught, on separate occasions, the same graduate course in education that was designed to encourage graduate students (the majority of whom were White teachers) to critically engage issues of difference, race, Whiteness, color-blindness and privilege in their classrooms. Leanne (untenured, Black mixed-race and middle class) and Susan (tenured, White and middle class) discuss …
Becoming academics: Experiencing Legitimate Peripheral Participation in Part-Time Doctoral Studies
An important element of doctoral studies is identification with the academic community. Such identification is often complicated by part-time student status. In this paper, two part-time doctoral students and their supervisor employ Lave and Wenger's concept of legitimate peripheral participation to explore, through a critical socio-cultural lens, their experiences of shifting towards fuller participation in, and identification with, the academic…
Qualitative Methods and Respectful Praxis: Researching With Youth
In this article, we report on findings from a critical literature review of qualitative methods in youth-focused research. The articles reviewed cover an array of methods including those used traditionally in qualitative research and others more recently established. We identify methods that involve youth in general and youth marginalized and/or criminalized within institutional structures, more specifically. We explore the ethical implications o…
The role of critical qualitative research in educational contexts: A Canadian perspective
In this paper, the author discusses the qualitative shift in educational research from a historical dependence on positivist and post-positivist frameworks to a proliferation of research situated within a qualitative, interpretivist paradigm. Offering a Canadian perspective, the author situates the discussion of critical qualitative research in relation to the growing neoliberal influence on educational contexts and policy decisions. She argues t…
Social science (8 works) · Sociology (8 works) · Pedagogy (6 works) · Qualitative research (6 works) · Context (archaeology (5 works) · Engineering ethics (4 works) · Political science (4 works) · Psychology (4 works) · Law (3 works) · Research ethics (3 works)