Griffith University

BFA, MA, PhD
Post-doctoral Research Fellow
Contact details for Dr Tasha Riley

Dr Tasha Riley CV

Research expertise

Dr Tasha Riley has recently been appointed as a postdoctoral research fellow funded by the Arts, Education and Law Group, The Griffith Institute for Educational Research and The School of Education & Professional Studies at Griffith University. Her research interests focus on the areas of Indigenous education, stigma and discrimination, HIV/AIDS prevention education and community-academic partnerships. Tasha’s SSHRC-funded doctoral dissertation considered the significance teachers’ expectations and attributions have upon their educational decision-making. Tasha, as the former Education Coordinator for AIDS Vancouver, focused on program and curriculum development and specialized in anti-oppressive and anti-racist education in the context of HIV/AIDS prevention education and community-based research. Co-author of Educate to Empower: Training of Trainers Curriculum, an ERAC (Education Resources Acquistion Consortium) approved resource manual, Tasha also has published in the fields of Indigenous education, attributional theory, and sexual health education. Her post-doctoral research will focus upon the influence of teachers’ decsions upon Indigenous students’ educational success.

Publications

Refereed Journals Articles

• Riley, T. (2010).  Stigma, Stereotypes, and Attributional Theory: A Successful Theoretical Merger.  Journal of Educational Thought, Volume 44 (2), 229-246.
• Riley, T. & Ungerleider, C. (2008). The face of achievement: Influences on teacher decision making about Aboriginal students.  The Alberta Journal of Educational Research. 54 (4) 378-387.
• Llewellyn, K., Wall, S., Kelly, F., Riley, T., & Cunliffe, E.  (2005). The F word(s): A Five Part Conversation by Gen-X Feminists.  Atlantis: A Women’s Studies Journal, 29 (3) 61-75.

In process

• Riley, T. & Ungerleider, C. Self-fulfilling prophecy: How teachers’ attributions, expectations and stereotypes influence the learning opportunities afforded Aboriginal students. Accepted to Canadian Journal of Education (CJE) on November 25, 2010.  Expected publication date: November 2012

Book Chapters

• Riley, T. Purpose of Public Schooling:  Perspectives From Emily Elizabeth And Sandra. In View, J., Laitsch, D., & Earley, P. (Eds.), The Purpose of Public Schooling in the 21st Century. Charlotte, NC: Information Age Publishing. Forthcoming, 2012.
• Riley, T. & Rich, S. (2011). No More Boundaries: Narrative Pedagogies, Curriculum, and Imagining Who We Might Become. In D. Stanley & K, Young (Eds.), Contemporary Studies in Canadian Curriculum: Principles, Portraits, & Practices (pp. 101-123). Calgary, AB: Detselig Press.

Professional Publications

• Riley, T. & Gacoin, A. (2011). Educate to Empower: Training of Trainers Curriculum. AIDS Vancouver. Vancouver: MAC AIDS Fund.  Reviewed and approved by British Columbia’s Education Resource Acquisition Consortium (ERAC), this educational resource manual is available for download on the Canadian AIDS Treatment Information Exchange (CATIE) website at: http://orders.catie.ca/product_info.php?products_id=25898
• Riley, T. (2010). The complete wellness guide. Vancouver: ViiV Shire Grant.  pdf available for download on AIDS Vancouver website at: http://www.aidsvancouver.org/prevention/handbooks
• Riley, T. (2009). Hepatitis C curriculum workbook: An introductory curriculum guide to hepatitis C and related issues. Vancouver: Public Health Agency of Canada. Available for download on AIDS Vancouver website at: http://www.aidsvancouver.org/prevention/handbooks
• Riley, T. & Oliveria, N. (2008). Youth in the workplace: Your rights and responsibilities. Vancouver: West Coast Legal Education Action Fund.
• Riley, T. (2002). Heading West: A Guideline to the Strategic Planning for the Implementation of Total Community Mobilization in Western Botswana. Gabarone: Total Community Mobilization.

Refereed Conference Presentations

• Riley, T. & Bennett, Q. (2011). Gender, transgender and HIV/AIDS. Human Rights Conference. Vancouver, British Columbia.
• Riley, T. (2011). Girls are like princesses, boys are like puppies: Teachers’ expectations around gender. Inciting the Social Imagination: Education Research for the Public Good: American Education Research Association. New Orleans, Louisiana.
• Riley, T. (2010). Self-fulfilling Prophecy: Teachers’ decision making regarding Aboriginal Students. Understanding Complex Economies in a Changing World: American Education Research Association Annual Conference. Denver, Colorado.
• Riley, T. (2009) Beyond All Expectations: An Assessment of Teachers' Decision Making. Disciplined Inquiry: Education Research in the Circle of Knowledge: American Educational Research Association Annual Conference. San Diego, California.
• Riley, T. (2006). The face of achievement: Influences on teacher decision making about Aboriginal students. Researchers and Academics of Colour for Equality (R.A.C.E) in conjunction with the Centre for Social Justice and Anti-Oppressive Education at the Faculty of Education, University of Regina. Regina, Saskatchewan.
• Riley, T. (2005). Tigers in hoop earrings: A tale of strong women. Learning to Lead: A conference put on by The Minerva Foundation for BC Women. University of British Columbia. Vancouver, British Columbia.