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Associate Professor Marnee Shay

Principal Research Fellow, ARC

School of Education
Faculty of Humanities and Social Sciences
m.shay@uq.edu.au

Overview

Associate Professor Marnee Shay is a Principal Research Fellow in the School of Education at the University of Queensland. She is an Aboriginal woman with maternal connections to Wagiman Country (Daly River region, Northern Territory), born in Brisbane, with strong connections to Indigenous communities in South East Queensland.

A/Prof Shay has an extensive externally funded research program that spans the fields of Indigenous education, policy studies, flexi schooling, and youth studies. She has published in many journals, books and scholarly media outlets. A/Prof Shay is the lead editor of a critical text in the field of Indigenous education, “Indigenous education in Australia Learning and Teaching for Deadly Futures”, published by Routledge in 2021 (with Prof Oliver). The book won a national award for ‘The Tertiary/VET Teaching and Learning Resource (wholly Australian) category at the Education Publishing Awards Australia.

A/Prof Shay’s research has substantially impacted policy and practice in her field. She has contributed to numerous policy submissions, non-traditional research outputs (such as podcasts) and school reviews. She serves on multiple Government and school boards and committees, including the Queensland Department of Education Ministerial Advisory Committee for Aboriginal and Torres Strait Islander Education. Dr Shay’s research contributions to education were recognised in 2020 through a National Australian Council for Educational Leaders (ACEL) award, a Queensland branch ACEL Excellence in Educational Leadership Award, and the 2021 UQ Foundation for Research Excellence Award.

A/Prof Shay is a Chief Investigator on the ARC Centre of Excellence "Indigenous Futures" 2023-2029.

Other current research projects include:

ARC Indigenous Discovery 2021 'Co-designing Indigenous education policy in Queensland'

AIATSIS Indigenous Research Exchange 'Binung Ma Na Du - cultural stories and living histories on Wakka Wakka Country.'

ARC Centre of Excellence 'Digital Child' Associate Investigator and Indigenous Advisor

Edmund Rice Education Australia 'Indigenous education excellence in Flexi Schools'

UQ FREA Award 'Reconceptualising Indigenous education through a discourse of excellence.'

Research Interests

  • Flexi schooling
  • Indigenous education
  • Indigenous education policies
  • Indigenous research ethics and methodologies
  • Youth Studies

Qualifications

  • Doctor of Philosophy, Queensland University of Technology
  • Master of Education (Research), Murdoch University
  • Post Graduate Diploma in Education, University of the Sunshine Coast
  • Bachelor of Indigenous Studies, Southern Cross University

Publications

View all Publications

Grants

View all Grants

Supervision

  • The voices and experiences of Indigenous peoples working in professional roles

    Master Philosophy

  • Changing the Narrative: Leaders that enable Culturally Responsive School Communities

    Doctor Philosophy

  • Conceptualising Co-design with Aboriginal and Torres Strait Islander Young Peoples in the Context of Australian English Education

    Doctor Philosophy

View all Supervision

Publications

Book

Book Chapter

  • Grounded ontologies: indigenous methodologies in qualitative cross-cultural research

    Shay, Marnee, Sarra, Grace and Woods, Annette (2022). Grounded ontologies: indigenous methodologies in qualitative cross-cultural research. Handbook of qualitative cross-cultural research methods: a social science perspective. (pp. 26-39) edited by Pranee Liamputtong. Cheltenham, United Kingdom: Edward Elgar Publishing.

  • ‘Deadly leadership’ in the pursuit of Indigenous education excellence.

    Hameed, Suraiya, Shay, Marnee and Miller, Jodie (2022). ‘Deadly leadership’ in the pursuit of Indigenous education excellence.. Future alternatives for educational leadership: diversity, inclusion, equity and democracy. (pp. 93-110) edited by Deborah M. Netolicky. Abingdon, Oxon United Kingdom: Routledge. doi: 10.4324/9781003131496-10

  • Socially just, authentic research with families in Jamaica, Australia and the UK

    Hardacre, Charlotte, Stuart, Kaz, Shay, Marnee and Kinkead-Clark, Zoyah (2021). Socially just, authentic research with families in Jamaica, Australia and the UK. Negotiating Families and Personal Lives in the 21st Century. (pp. 156-172) edited by Sheila Quaid, Catriona Hugman and Angela Wilcock. London, United Kingdom: Routledge. doi: 10.4324/9781003039433-13

  • Excellence in Indigenous education

    Shay, Marnee and Miller, Jodie (2021). Excellence in Indigenous education. Building better schools with evidence-based policy: adaptable policy for teachers and school leaders. (pp. 46-54) edited by Kelly-Ann Allen, Andrea Reupert and Lindsay Oades. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003025955-7

  • Introduction

    Shay, Marnee and Oliver, Rhonda (2021). Introduction. Indigenous Education in Australia Learning and Teaching for Deadly Futures. (pp. 1-6) edited by Marnee Shay and Rhonda Oliver. Abingdon, Oxon United Kingdom: Routledge.

  • Strong identities, strong futures: Indigenous identities and well-being in schools

    Shay, 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.

  • Critical selection of curriculum materials: Tools for educators

    Madsen, 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.

  • Countering epistemological exclusion through critical ethical research to support social justice: methodological comparisons between Australia and the United Kingdom

    Stuart, 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

  • Indigenous Education, Critical Perspectives to Enhance Learning Practices

    Sarra, 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

  • Leadership in Flexi schools: issues of race and racism in Australia

    Shay, 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.

  • More than cultural celebrations: Indigenous identities in school settings

    Shay, 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

  • Inclusion in the middle years: supporting ethnic and cultural diversity

    Morgan, 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.

  • Our mob are researchers too! The story of an Aboriginal researcher seeking new paradigms

    Shay, 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.

  • Re-imagining Indigenous education through flexi-schooling

    Shay, Marnee (2016). Re-imagining Indigenous education through flexi-schooling. Imagination for inclusion: diverse contexts of educational practice. (pp. 116-127) edited by Derek Bland. New York, NY, United States: Routledge. doi: 10.4324/9781315689913

  • The perceptions that shape us: strengthening Indigenous young people's cultural identity in flexi school settings

    Shay, 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

Journal Article

Conference Publication

Other Outputs

Grants (Administered at UQ)

PhD and MPhil Supervision

Current Supervision

  • The voices and experiences of Indigenous peoples working in professional roles

    Master Philosophy — Principal Advisor

    Other advisors:

  • Changing the Narrative: Leaders that enable Culturally Responsive School Communities

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Conceptualising Co-design with Aboriginal and Torres Strait Islander Young Peoples in the Context of Australian English Education

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Developing a Typology of School Types

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Cultural taxation: A workplace myth or cultural reality

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Keeping Indigenous teachers in the profession: Indigenous Teachers¿ voices on why they stay in the profession

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • THE ROLE OF LANGUAGE IN EARLY LITERACY POLICIES AND PROGRAMS

    Doctor Philosophy — Associate Advisor

    Other advisors:

  • Why Go To School: Why Students Disengaged From Learning Continue To Attend School Past Compulsory School Age

    Doctor Philosophy — Associate Advisor

    Other advisors:

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Links

ResearcherID: H-1844-2018

ORCID: 0000-0002-2682-6850

Scopus ID: 56670986500

Google Scholar ID: 0VN5kb8AAAAJ

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