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Dr Marnee Shay
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Cited by
Year
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
412021
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
322017
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
262015
Seeking new paradigms in Aboriginal education research: Methodological opportunities, challenges and aspirations
M Shay
HSE Social and Education History 5 (3), 273-296, 2016
172016
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
102015
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
92019
Emerging ideas for innovation in Indigenous education: A research synthesis of Indigenous educative roles in mainstream and flexi schools
M Shay
Teaching education 28 (1), 12-26, 2017
92017
Reimagining Indigenous education through flexi schooling
M Shay
Imagination for inclusion: Diverse contexts of educational practice, 116-127, 2016
92016
Indigenous education, critical perspectives to enhance learning practices
G Sarra, M Shay
Encyclopedia of teacher education, 1-8, 2019
72019
Strong identities, strong futures: Indigenous identities and wellbeing in schools
M Shay, G Sarra, A Woods
Indigenous Education in Australia, 63-75, 2021
62021
Indigenous education in Australia: Learning and teaching for deadly futures
M Shay, R Oliver
Routledge, 2021
62021
Practices of alternative schools in Queensland in supporting Aboriginal and Torres Strait Islander young people to remain engaged in education
M Shay
University of the Sunshine Coast, 2013
62013
Community according to whom? An analysis of how indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in …
M Shay, J Lampert
Critical Studies in Education 63 (1), 47-63, 2022
52022
The Imagination Declaration: young Indigenous Australians want to be heard–but will we listen?
M Shay, A Woods, G Sarra
The Conversation, 1-6, 2019
52019
Introduction to the special issue on alternative pathways in education for disenfranchised children and young people in the Australian context
A Morgan, M Shay, J Lampert, D Heck
International Journal of Child, Youth and Family Studies 7 (2), 171-177, 2016
52016
Counter stories: Developing Indigenist research methodologies to capture the voices of Aboriginal and Torres Strait Islander staff in flexi school contexts
M Shay
Queensland University of Technology, 2017
42017
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
32021
Excellence in Indigenous education
M Shay, J Miller
Building better schools with evidence-based policy, 46-54, 2021
32021
How flexischools could help close the gap in Indigenous education
M Shay, J Lampert
The Conversation Media Trust, 2018
32018
More than cultural celebrations Indigenous identities in school settings
M Shay
Cambridge University Press, 2018
32018
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