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2025 Book Chapter Applying SBA in Research and PracticeSarra, Grace and Shay, Marnee (2025). Applying SBA in Research and Practice. Strengths-Based Approaches in Indigenous Education Research and Practice. (pp. 44-55) edited by Marnee Shay and Grace Sarra. Abingdon, Oxon United Kingdom: Routledge. |
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2025 Book Chapter Theoretical Underpinnings for a Stronger Smarter Philosophy of LearningSarra, Grace, Shay, Marnee, MacLennan, G and Mackie, I (2025). Theoretical Underpinnings for a Stronger Smarter Philosophy of Learning. Strengths-Based Approaches in Indigenous Education Research and Practice. (pp. 27-43) edited by Marnee Shay and Grace Sarra. Abingdon, Oxon United Kingdom: Routledge. |
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2025 Book Chapter Theories and Strengths-Based ApproachesShay, Marnee and Sarra, Grace (2025). Theories and Strengths-Based Approaches. Strengths-Based Approaches in Indigenous Education Research and Practice. (pp. 12-26) edited by Marnee Shay and Grace Sarra. Abingdon, Oxon United Kingdom: Routledge. |
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2025 Book Chapter Introduction to Strengths-Based Approaches in Indigenous Education: Research and PracticeShay, Marnee and Sarra, Grace (2025). Introduction to Strengths-Based Approaches in Indigenous Education: Research and Practice. Strengths-Based Approaches in Indigenous Education Research and Practice. (pp. 1-11) edited by Marnee Shay and Grace Sarra. Abingdon, Oxon United Kingdom: Routledge. |
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2025 Book Chapter Strengths-Based CodesignShay, Marnee and Sarra, Grace (2025). Strengths-Based Codesign. Strengths-Based Approaches in Indigenous Education Research and Practice. (pp. 70-89) edited by Marnee Shay and Grace Sarra. Abingdon, Oxon United Kingdom: Routledge. |
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2025 Book Chapter Case Studies of Strengths-Based Approaches in ResearchShay, Marnee and Sarra, Grace (2025). Case Studies of Strengths-Based Approaches in Research. Strengths-Based Approaches in Indigenous Education Research and Practice. (pp. 56-69) edited by Marnee Shay and Grace Sarra. Abingdon, Oxon United Kingdom: Routledge. |
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2025 Book Chapter A Theoretical Lens for Strengths-Based Knowledge Production in Indigenous EducationShay, Marnee and Sarra, Grace (2025). A Theoretical Lens for Strengths-Based Knowledge Production in Indigenous Education. Strengths-Based Approaches in Indigenous Education Research and Practice. (pp. 144-157) edited by Marnee Shay and Grace Sarra. Abingdon, Oxon United Kingdom: Routledge. |
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2025 Book Chapter Learning from Local Wisdom and Expertise in Applying Strengths-Based ApproachesShay, Marnee, Cobbo, Fred, Sarra, Grace and Kettle, Margaret (2025). Learning from Local Wisdom and Expertise in Applying Strengths-Based Approaches. Strengths-Based Approaches in Indigenous Education Research and Practice. (pp. 90-103) edited by Marnee Shay and Grace Sarra. Abingdon, Oxon United Kingdom: Routledge. |
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2025 Book Chapter The Positive Impact of Codesigning with Indigenous Communities in Preparing Teachers for Social ChangeShay, Marnee, Sarra, Grace, Lampert, Jo, Miller, Jodie and Thomson, Amy (2025). The Positive Impact of Codesigning with Indigenous Communities in Preparing Teachers for Social Change. Preparing Teachers for Social Change. (pp. 168-180) London, United Kingdom: Routledge. doi: 10.4324/9781003513841-15 |
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2024 Book Chapter Towards equity : Privileging Indigenous knowledges in education researchPerkins, Ren, Thomson, Amy and Shay, Marnee (2024). Towards equity : Privileging Indigenous knowledges in education research. Understanding Sociological Theory for Educational Practices. (pp. 45-63) Cambridge, United Kingdom: Cambridge University Press. doi: 10.1017/9781009354844.006 |
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2024 Book Chapter Towards equity: privileging Indigenous knowledges in education researchPerkins, R., Thomson, A. and Shay, M. (2024). Towards equity: privileging Indigenous knowledges in education research. Understanding sociological theory for educational practices. (pp. 45-57) edited by Tania Ferfolja, Criss Jones Diaz and Jacqueline Ullman. Singapore, Singapore: Cambridge University Press. |
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2024 Book Chapter Indigenous perspectives in assessmentArmour, Danielle, Cole, Antoinette, Thomson, Amy, McKinnon, Daniel Kiwa, Perkins, Ren and Shay, Marnee (2024). Indigenous perspectives in assessment. Designing inclusive assessment in schools. (pp. 97-108) edited by James P. Davis, Sarah Adams, Catherine Challen and Theresa Bourke. London, United Kingdom: Routledge. doi: 10.4324/9781003463184-12 |
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2024 Book Chapter Codesigning educational research with indigenous peoples and communitiesShay, Marnee and Sarra, Grace (2024). Codesigning educational research with indigenous peoples and communities. Sage Research Methods: Diversifying and Decolonizing Research. (pp. 1-10) London, United Kingdom: SAGE Publications. doi: 10.4135/9781529684933 |
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2023 Book Chapter Community according to whom? An analysis of how Indigenous ‘community’ is defined in Australia's Through Growth to Achievement 2018 report on equity in educationShay, Marnee and Lampert, Jo (2023). Community according to whom? An analysis of how Indigenous ‘community’ is defined in Australia's Through Growth to Achievement 2018 report on equity in education. Critical Studies and the International Field of Indigenous Education Research. (pp. 47-63) London: Routledge. doi: 10.4324/9781032695440-4 |
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2023 Book Chapter What next? building on the evidence of teaching and learning mathematics for Aboriginal and Torres Strait Islander studentsMiller, Jodie, Armour, Danielle, Shay, Marnee and Sawatzki, Carly (2023). What next? building on the evidence of teaching and learning mathematics for Aboriginal and Torres Strait Islander students. Assessing the evidence in Indigenous education research: implications for policy and practice. (pp. 201-227) edited by Nikki Moodie, Kevin Lowe, Roselyn Dixon and Karen Trimmer. Cham, Switzerland: Springer. doi: 10.1007/978-3-031-14306-9_11 |
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2022 Book Chapter Grounded ontologies: indigenous methodologies in qualitative cross-cultural researchShay, Marnee, Sarra, Grace and Woods, Annette (2022). Grounded ontologies: indigenous methodologies in qualitative cross-cultural research. Handbook of qualitative cross-cultural research methods: a social science perspective. (pp. 26-39) edited by Pranee Liamputtong. Cheltenham, United Kingdom: Edward Elgar Publishing. doi: 10.4337/9781800376625.00011 |
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2022 Book Chapter ‘Deadly leadership’ in the pursuit of Indigenous education excellence.Hameed, Suraiya, Shay, Marnee and Miller, Jodie (2022). ‘Deadly leadership’ in the pursuit of Indigenous education excellence.. Future alternatives for educational leadership: diversity, inclusion, equity and democracy. (pp. 93-110) edited by Deborah M. Netolicky. Abingdon, Oxon United Kingdom: Routledge. doi: 10.4324/9781003131496-10 |
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2021 Book Chapter Socially just, authentic research with families in Jamaica, Australia and the UKHardacre, Charlotte, Stuart, Kaz, Shay, Marnee and Kinkead-Clark, Zoyah (2021). Socially just, authentic research with families in Jamaica, Australia and the UK. Negotiating Families and Personal Lives in the 21st Century. (pp. 156-172) edited by Sheila Quaid, Catriona Hugman and Angela Wilcock. London, United Kingdom: Routledge. doi: 10.4324/9781003039433-13 |
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2021 Book Chapter Excellence in Indigenous educationShay, Marnee and Miller, Jodie (2021). Excellence in Indigenous education. Building better schools with evidence-based policy: adaptable policy for teachers and school leaders. (pp. 46-54) edited by Kelly-Ann Allen, Andrea Reupert and Lindsay Oades. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003025955-7 |
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2021 Book Chapter Strong identities, strong futures: Indigenous identities and well-being in schoolsShay, Marnee, Sarra, Grace and Woods, Annette (2021). Strong identities, strong futures: Indigenous identities and well-being in schools. Indigenous Education in Australia Learning and Teaching for Deadly Futures. (pp. 63-75) edited by Marnee Shay and Rhonda Oliver. Abingdon, Oxon United Kingdom: Routledge. |
