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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. |
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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. |
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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 |
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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 |
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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. |
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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 |
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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 |
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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. |
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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 |
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2015 Book Chapter The perceptions that shape us: strengthening Indigenous young people's cultural identity in flexi school settingsShay, Marnee (2015). The perceptions that shape us: strengthening Indigenous young people's cultural identity in flexi school settings. Understanding sociological theory for educational practices. (pp. 93-109) edited by Tania Ferfolja, Criss Jones Díaz and Jacqueline Ullman. Port Melbourne, VIC Australia: Cambridge University Press. doi: 10.1017/CBO9781316151167.007 |
