Gresilda (Kris) A. Tilley-Lubbs, Assistant Professor, Department of Teaching and Learning, School of Education, College of Liberal Arts and Human Sciences.

Gresilda (Kris) Tilley-Lubbs

Gresilda (Kris) Tilley-Lubbs

Associate Professor of ESL and Multicultural Education

Office

300E War Memorial Hall 
Blacksburg, VA 24061

Phone

Office: 540-231-4658

Email

glubbs@vt.edu

Department Membership

School of Education

Expertise

  • Critical Autoethnography
  • Critical Pedagogy
  • Poetry and Narrative
  • English as a Second Language Education and Spanish-Speaking Immigrants
  • Multicultural Education

Professional Activities

  • Co-Chair, International Institute for Critical Pedagogy and Transformative    Leadership
  • Member, Líderes Comunitarias, Mexican Consulate, Washington, DC
  • Member, Governor’s Virginia Latino Advisory Board
  • Executive Vice-President, Casa Latina, Latino Community Center, Roanoke, VA
  • Member of College of Liberal Arts and Human Sciences Diversity Committee    

Education

  • Ph.D. Curriculum and Instruction, Virginia Tech
  • M.A. Spanish Literature, University of Illinois
  • B.S. Spanish and Music, University of Illinois

Awards and Honors

Honorary Recognition School/College Partnership, Association of Teacher Education, 2014

School of Education Advising Award, 2012

College of Liberal Arts and Human Sciences Land Grant Scholar Award, 2010

Selected Publications

Books

Tilley-Lubbs, G. A. (2017). Re-Assembly Required: Critical Autoethnography and  Spiritual Discovery. New York, NY: Peter Lang.

Critical Autoethnography Primer. New York, NY: Peter Lang. Under contract.

Edited Books

Tilley-Lubbs, G. A. & Benard, S. M. (Eds.). (2016). Retelling Our   Stories: Critical Autoethnographic Narratives. Rotterdam, Netherlands: Sense.

Articles

Cisneros, C. A., . . . Tilley-Lubbs, G. A. . . . (Authors listed in alphabetical order). (2016). 1, 2, 3, 4, 5 . . . 43: Justice! Ay! Ay! Ayotzinapa: A challenge for new critical qualitative inquiry. Qualitative Inquiry, 22(6), pp. 447-465. doi: 10.1177/1077800415615622. (Invited).

Tilley-Lubbs, G. A. (2016). Reconciliar dos naturalezas en el mismo cuerpo. Revista CES Psicología 9(1).

Tilley-Lubbs, G. A. (2014). La autoetnografía crítica y el Self vulnerable como investigadora. Astrolabio, Nueva Época, 14.

McCloud, J., Tilley-Lubbs, G. A., Chang, R., Popova, D., & Smart-Smith, P., Farmer, S., Meyer, F. (2015). Curricular change: At the vortex. Creative Approaches to Research, 8(1). (First two authors in alphabetical order.)

Tilley-Lubbs, G. A. (forthcoming). Freire in a changing world: Critical autoethnography meets Freire. Qualitative Inquiry. (Invited).

Book Chapters

Tilley-Lubbs, G. A. (2017). La metodología de la autoetnografía crítica. In F. Ángulo, & S. Redón  (Eds.). Investigación cualitativa en educación. Buenos Aires, Argentina: Editorial Miño y Dávila. (Invited).

Tilley-Lubbs, G. A. (2016). Knowing Joe through a Medium. In Agnello, M. F., & Reynolds, W. M. Practicing critical pedagogy: The influences of Joe L. Kincheloe. New York, NY: Springer. (Invited).

Tilley-Lubbs, G. A., & Bénard Calva, S. (2016). Introduction. In Tilley-Lubbs, G. A., & Bénard Calva, S. (Eds.). Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense.

Munly, K., Tilley-Lubbs, G. A., & Sheusi, C. (2016). Henry and Sneaky: Finding resolution to my ontological question about service. In Tilley-Lubbs, G. A., & Bénard Calva, S. (Eds.). Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense.

Tilley-Lubbs, G. A. (2016). Reconciling two selves in the same body. In Tilley-Lubbs, G. A., & Bénard Calva, S. (Eds.).Retelling Our Stories: Critical Autoethnographic Narratives. Boston, MA: Sense.

Additional Infomration

Gresilda A. Tilley-Lubbs is an Associate Professor of ESL and Multicultural Education in the School of Education at Virginia Tech. Her research is informed by critical autoethnography, which combines critical pedagogy and autoethnography, as she interrogates the role of her own whiteness, power, and privilege in preparing teachers and researchers to work in immigrant and refugee communities, and as she conducts research with participants in vulnerable and marginalized communities. Her research listens to the voices of Mexican immigrants through the perspective of transnational (auto)ethnography, integrated with critical autoethnography, which combines critical pedagogy and autoethnography. Her work has been published in both English and Spanish in the United States, Spain, and Mexico. She teaches courses on critical autoethnography and multiculturalism for the Institute of Critical Pedagogy in Chihuahua, Mexico, and she provides seminars and workshops for various universities through her involvement with international scholars.