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Dr Marnee Shay

Senior Lecturer

School of Education
Faculty of Humanities and Social Sciences

Affiliate Senior Lecturer

Centre for Policy Futures
Faculty of Humanities and Social Sciences
m.shay@uq.edu.au

Overview

I am an Aboriginal educator and researcher. My maternal connections are to Wagiman country (Northern Territory) and I also have strong connections to Aboriginal communities in South East Queensland where I was born and raised. I have a diverse professional background prior to my training as a researcher. I have worked in the community sector as a youth worker, in higher education in various project and student support roles and as a classroom teacher in secondary schooling and tertiary contexts. I am a qualified and QLD registered secondary classroom teacher and I have experience teaching in flexi schools, which support young people who have been disenfranchised from mainstream schooling contexts. All of my work to date has been underpinned by principles of equity and social justice and informed by strengths based approaches.

I am a qualitative researcher, my research to date has primarily been with Indigenous peoples across urban, regional and remote communities, particularly in diverse school settings. I have published in a wide range of journals and books on topics such as Indigenous education, flexi schools, Indigenous education policy and Indigenous research ethics and methodologies.

My current funded research includes an ARC linkage investigating the significance of stories for Aboriginal young people from remote communities in narrating their experiences of life after school; a project that explores what excellent provision of education is in Indigenous education in Queensland secondary schools (funded by UQ and Edmund Rice Education Australia); an Associate Investigator on an ARC Centre of Excellence 'The Digital Child' (centre is based at QUT) and I am lead CI and DAATSIA fellow on an Indigenous Discovery 2021 'Co-designing Indigenous education policy in Queensland'.

I am particularly interested in, and committed to, undertaking research that results in policy and practice impact. Some of the non-traditional outputs from our CRC project on Indigenous youth identity and wellbeing, include clothing items designed by young people, posters and rap songs with film clips. These non-traditional and creative outputs by young people form part of our data set but they also assist in engaging communities, academics, policy makers and other end users in the research through sharing the powerful messages Indigenous young people shared throughout participating in the study. I am also a member of the Queensland Aboriginal and Torres Strait Islander Education and Training Advisory Committee (QATSIETAC), a ministerial advisory committee that provides advice to the Department of Education Queensland on implementing Indigenous education policy throughout the state.

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), University of the Sunshine Coast
  • Post Graduate Diploma in Education, University of the Sunshine Coast
  • Bachelor of Indigenous Studies, Southern Cross University

Publications

  • Book Chapter: 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

  • Journal Article: Excellence is the Future of Indigenous Education

    Shay, Marnee, Miller, Jodie and Hameed, Suraiya Abdul (2021). Excellence is the Future of Indigenous Education. Teacher Magazine.

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

    Hameed, Suraiya, Shay, Marnee and Miller, Jodie (2021). ‘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

View all Publications

Grants

View all Grants

Supervision

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

    Doctor Philosophy

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

    Master Philosophy

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

    Doctor Philosophy

View all Supervision

Publications

Book

Book Chapter

  • 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

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

    Hameed, Suraiya, Shay, Marnee and Miller, Jodie (2021). ‘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

  • 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.

  • 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

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

    Stuart, Kaz and Shay, Marnee (2018). 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

  • 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: Trentham Books.

  • 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. 102-115) 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.

Journal Article

Conference Publication

Other Outputs

PhD and MPhil Supervision

Current Supervision

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

    Doctor Philosophy — Principal Advisor

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

    Master 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

  • Built In or Bolt On? A Policy Analysis of Non-Government Programs in Indigenous Education

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Cultural taxation: A workplace myth or cultural reality

    Doctor Philosophy — Associate 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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