|
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 University Press. doi: 10.1017/9781009354844.006 |
|
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. |
|
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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
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 |
|
2021 Book Chapter IntroductionShay, Marnee and Oliver, Rhonda (2021). Introduction. Indigenous Education in Australia Learning and Teaching for Deadly Futures. (pp. 1-6) edited by Marnee Shay and Rhonda Oliver. Abingdon, Oxon United Kingdom: Routledge. |
|
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. |
|
2021 Book Chapter Critical selection of curriculum materials: Tools for educatorsMadsen, Beth, Perkins, Ren and Shay, Marnee (2021). Critical selection of curriculum materials: Tools for educators. Indigenous Education in Australia Learning and Teaching for Deadly Futures. (pp. 133-147) edited by Marnee Shay and Rhonda Oliver. Abingdon, Oxon United Kingdom: Routledge. |
|
2019 Book Chapter Indigenous Education, Critical Perspectives to Enhance Learning PracticesSarra, Grace and Shay, Marnee (2019). Indigenous Education, Critical Perspectives to Enhance Learning Practices. Encyclopedia of Teacher Education. (pp. 1-8) edited by Michael. A. Peters. Singapore: Springer. doi: 10.1007/978-981-13-1179-6_195-1 |
|
2019 Book Chapter Countering epistemological exclusion through critical ethical research to support social justice: methodological comparisons between Australia and the United KingdomStuart, Kaz and Shay, Marnee (2019). Countering epistemological exclusion through critical ethical research to support social justice: methodological comparisons between Australia and the United Kingdom. Educational Research in the Age of Anthropocene. (pp. 188-210) edited by Vicente Reyes, Jennifer Charteris, Adele Nye and Sophia Marvopoulo. Hershey, PA, United States: IGI Global. doi: 10.4018/978-1-5225-5317-5.ch009 |
|
2018 Book Chapter Leadership in Flexi schools: issues of race and racism in AustraliaShay, Marnee (2018). Leadership in Flexi schools: issues of race and racism in Australia. International perspectives on alternative education. (pp. 131-142) edited by Martin Mills and Gillean McCluskey. London, United Kingdom: Institute of Education Press. |
|
2018 Book Chapter More than cultural celebrations: Indigenous identities in school settingsShay, Marnee (2018). More than cultural celebrations: Indigenous identities in school settings. Understanding sociological theory for educational research. (pp. 102-120) edited by Tania Ferfolja, Criss Jones Diaz and Jacqueline Ullman. Singapore: Cambridge University Press. doi: 10.1017/9781108378482.008 |
|
2017 Book Chapter Inclusion in the middle years: supporting ethnic and cultural diversityMorgan, Ann, Shay, Marnee and Proud, Denise (2017). Inclusion in the middle years: supporting ethnic and cultural diversity. Developing positive classroom environments: strategies for nurturing adolescent learning. (pp. 278-294) edited by Beth Saggers. Crows Nest, NSW, Australia: Allen & Unwin. doi: 10.4324/9781003115335 |
|
2017 Book Chapter Our mob are researchers too! The story of an Aboriginal researcher seeking new paradigmsShay, Marnee (2017). Our mob are researchers too! The story of an Aboriginal researcher seeking new paradigms. Postgraduate study in Australia: surviving and succeeding. (pp. 127-136) edited by Chris McMaster, Caterina Murphy, Ben Whitburn and Inger Mewburn. New York, NY, United States: Peter Lang Publishing. |
|
2016 Book Chapter Re-imagining Indigenous education through flexi-schoolingShay, Marnee (2016). Re-imagining Indigenous education through flexi-schooling. Imagination for inclusion: diverse contexts of educational practice. (pp. 116-127) edited by Derek Bland. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315689913-16 |
