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2026 Book Chapter Theories and strengths-based approachesShay, Marnee and Sarra, Grace (2026). 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. doi: 10.4324/9781003372783-2 |
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2026 Book Chapter Learning from local wisdom and expertise in applying strengths-based approachesShay, Marnee, Cobbo, Fred, Sarra, Grace and Kettle, Margaret (2026). 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. doi: 10.4324/9781003372783-7 |
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2026 Book Chapter Applying SBA in research and practiceSarra, Grace and Shay, Marnee (2026). 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. doi: 10.4324/9781003372783-4 |
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2026 Book Chapter Introduction to strengths-based approaches in Indigenous education: research and practiceShay, Marnee and Sarra, Grace (2026). 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. doi: 10.4324/9781003372783-1 |
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2026 Book Chapter A theoretical lens for strengths-based knowledge production in Indigenous educationShay, Marnee and Sarra, Grace (2026). A theoretical lens for strengths-based knowledge production in Indigenous education. Strengths-based approaches in Indigenous education: research and practice. (pp. 144-158) edited by Marnee Shay and Grace Sarra. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003372783-10 |
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2026 Book Chapter Case studies of strengths-based approaches in researchShay, Marnee and Sarra, Grace (2026). 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. doi: 10.4324/9781003372783-5 |
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2026 Book Chapter Theoretical underpinnings for a stronger smarter philosophy of learningSarra, Grace, Shay, Marnee, MacLennan, Gary and Mackie, Ian (2026). 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. doi: 10.4324/9781003372783-3 |
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2026 Book Chapter Strengths-based codesignShay, Marnee, Sarra, Grace, Lampert, Jo and Miller, Jodie (2026). 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. doi: 10.4324/9781003372783-6 |
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2025 Book Strengths-based approaches in Indigenous education: research and practiceMarnee Shay and Grace Sarra eds. (2025). Strengths-based approaches in Indigenous education: research and practice. London, United Kingdom: Routledge. |
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2025 Journal Article Researcher cultural capability for Indigenous research: a meta-narrative reviewFillmore, Naomi, Shay, Marnee, Sarra, Grace and Danby, Susan (2025). Researcher cultural capability for Indigenous research: a meta-narrative review. Higher Education Research and Development, ahead-of-print (ahead-of-print), 1-18. doi: 10.1080/07294360.2025.2541645 |
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2025 Conference Publication Codesigning Indigenous Education For Deadly FuturesShay, M. (2025). Codesigning Indigenous Education For Deadly Futures. South Australian Secondary Principals' Association, Adelaide, SA Australia, 21-22 August 2025. |
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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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2025 Journal Article ‘I learn best when I am given a challenge’: young people’s voices on learning in flexi schools in AustraliaShay, Marnee, Miller, Jodie and Mills, Martin (2025). ‘I learn best when I am given a challenge’: young people’s voices on learning in flexi schools in Australia. Australian Educational Researcher, 52 (3), 2535-2559. doi: 10.1007/s13384-025-00823-7 |
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2025 Other Outputs Aspiration: Why hope is not enoughShay, Marnee (2025, 05 02). Aspiration: Why hope is not enough EduResearch Mattters |
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2025 Journal Article Connected Belonging: a relational and identity‐based approach to schools' role in promoting child wellbeingBrown, Ceri, Douthwaite, Alison, Donnelly, Michael and Shay, Marnee (2025). Connected Belonging: a relational and identity‐based approach to schools' role in promoting child wellbeing. British Educational Research Journal, 51 (4), 1927-1965. doi: 10.1002/berj.4112 |
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2024 Journal Article Introduction: Indigenous futurities in educationShay, Marnee, Raciti, Maria, Fredericks, Bronwyn and Bunda, Tracey (2024). Introduction: Indigenous futurities in education. The Australian Journal of Indigenous Education, 53 (2) 1096, 1-7. doi: 10.55146/ajie.v53i2.1096 |
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2024 Other Outputs Jamie Oliver’s novel really missed the mark. There are plenty of fantastic First Nations’ books if schools look for themThomson, Amy, McLay, Katherine and Shay, Marnee (2024, 11 11). Jamie Oliver’s novel really missed the mark. There are plenty of fantastic First Nations’ books if schools look for them The Conversation doi: 10.64628/AA.97udmrnqv |
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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 |
