| Extending the yarning yarn: Collaborative Yarning Methodology for ethical Indigenist education research M Shay The Australian Journal of Indigenous Education 50 (1), 62-70, 2021 | 113 | 2021 |
| Aboriginal identity in education settings: Privileging our stories as a way of deconstructing the past and re-imagining the future M Shay, J Wickes The Australian Educational Researcher 44 (1), 107-122, 2017 | 54 | 2017 |
| Alternative education engaging Indigenous young people: Flexi schooling in Queensland M Shay, D Heck The Australian journal of indigenous education 44 (1), 37-47, 2015 | 45 | 2015 |
| From resilience to wellbeing: Identity‐building as an alternative framework for schools’ role in promoting children’s mental health C Brown, M Shay Review of Education 9 (2), 599-634, 2021 | 33 | 2021 |
| Seeking new paradigms in Aboriginal education research: Methodological opportunities, challenges and aspirations M Shay HSE Social and Education History 5 (3), 273-296, 2016 | 28 | 2016 |
| Indigenous education in Australia M Shay, R Oliver Oxon: Routledge. Available from: https://doi. org/10 4324 (97804), 29263453, 2021 | 20 | 2021 |
| Locating the voices of Indigenous young people on identity in Australia: An Indigenist analysis M Shay, G Sarra Diaspora, Indigenous, and Minority Education 15 (3), 166-179, 2021 | 17 | 2021 |
| Emerging ideas for innovation in Indigenous education: A research synthesis of Indigenous educative roles in mainstream and flexi schools M Shay Teaching in Alternative and Flexible Education Settings, 12-26, 2019 | 17 | 2019 |
| 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 M Shay, J Lampert Critical Studies and the International Field of Indigenous Education …, 2024 | 16 | 2024 |
| Indigenous education, critical perspectives to enhance learning practices G Sarra, M Shay Encyclopedia of teacher education, 1-8, 2019 | 15 | 2019 |
| Strong identities, strong futures: Indigenous identities and wellbeing in schools M Shay, G Sarra, A Woods Indigenous Education in Australia, 63-75, 2021 | 14 | 2021 |
| Re-imagining Indigenous education through flexi-schooling M Shay Imagination for inclusion, 116-127, 2016 | 14 | 2016 |
| The imagination declaration: young Indigenous Australians want to be heard–but will we listen? M Shay, G Sarra, A Woods The Conversation Media Group, 2019 | 13 | 2019 |
| Countering epistemological exclusion through critical-ethical research to support social justice: Methodological comparisons between Australia and the United Kingdom K Stuart, M Shay Educational research in the age of anthropocene, 188-210, 2019 | 12 | 2019 |
| The perceptions that shape us: strengthening Indigenous young people's cultural identity in flexi school settings M Shay Understanding sociological theory for educational practices, 93-109, 2015 | 12 | 2015 |
| Indigenous education policy, practice and research: unravelling the tangled web M Shay, G Sarra, J Lampert The Australian Educational Researcher 50 (1), 73-88, 2023 | 11 | 2023 |
| Developing culturally relevant and collaborative research approaches: A case study of working with remote and regional Aboriginal students to prepare them for life beyond school M Shay, R Oliver, HCD McCarthy, T Bogachenko, BM Pryor The Australian Educational Researcher, 1-18, 2022 | 10 | 2022 |
| Counter stories: The voices of Indigenous peoples undertaking educative roles in flexi schools M Shay, G Sarra, J Lampert Australian Journal of Indigenous Education (online) 51 (1), 1-16, 2022 | 9 | 2022 |
| Grounded ontologies: Indigenous methodologies in qualitative cross-cultural research M Shay, G Sarra, A Woods Handbook of Qualitative Cross-Cultural Research Methods, 26-39, 2022 | 8 | 2022 |
| Excellence in Indigenous education M Shay, J Miller Building better schools with evidence-based policy, 46-54, 2021 | 7 | 2021 |
Grace SarraQueensland University of TechnologyVerified email at qut.edu.au
