Dr Marnee Shay
Cited by
Cited by
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
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
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
Seeking new paradigms in Aboriginal education research: Methodological opportunities, challenges and aspirations
M Shay
HSE Social and Education History 5 (3), 273-296, 2016
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
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
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
Reimagining Indigenous education through flexi schooling
M Shay
Imagination for inclusion: Diverse contexts of educational practice, 116-127, 2016
Indigenous education, critical perspectives to enhance learning practices
G Sarra, M Shay
Encyclopedia of teacher education, 1-8, 2019
Strong identities, strong futures: Indigenous identities and wellbeing in schools
M Shay, G Sarra, A Woods
Indigenous Education in Australia, 63-75, 2021
Indigenous education in Australia: Learning and teaching for deadly futures
M Shay, R Oliver
Routledge, 2021
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
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
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
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
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
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
Excellence in Indigenous education
M Shay, J Miller
Building better schools with evidence-based policy, 46-54, 2021
How flexischools could help close the gap in Indigenous education
M Shay, J Lampert
The Conversation Media Trust, 2018
More than cultural celebrations Indigenous identities in school settings
M Shay
Cambridge University Press, 2018
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