Book Chapters
Kelly, V. (2025). Re-imagining, re-storying, re-animating creativity, connectivity, and community through Indigenous arts-based inquiry: A M茅tissage. In Re-emergence of and Through Arts-Based Educational Research (AIRG). (In press).
Kelly, V. (2023). Radical re-imagining ourselves as honourable ancestors: Anishinaabe Ozhitoon. In J. Markides & D. St Georges (Eds.), Artistic Creation: Resistance, Resurgence, Restoration and Renewal. New York, NY: Dio Press.
Kelly, V. (2022). Resonance as an act of attunement through sensing, being and belonging: Returning to the teachings. In M. Haggstrom & C. Schmidt (Eds.), Relational and Critical Perspectives on Education for Sustainable Development: Belonging and Sensing in a Vanishing World. New York, NY: Springer.
Kelly, V. (2021). Becoming resonant: Indigenous ways of knowing and the role of Indigenous pedagogy. In J. Markides & J. MacDonald (Eds.), Brave Work of Indigenous Education.
Kelly, V., & Rosehart, P. (2021). Honouring Sta蕯蓹lnam蓹t & Stel虛 n煤mut: A M茅tissage of gratitude. In J. Markides & J. MacDonald (Eds.), Brave Work of Indigenous Education.
Kelly, V. (2020). Living and being in place: An Indigenous M茅tissage. In E. Lyle (Ed.), Identity Landscapes: Contemplating Place and Construction of Self. Boston, MA: Brill/Sense Publishers.
Magnat, V., Kelly, V., Naytowhow, J., & Belanger, B. (2020). st蓹qpistns i蕯 pqlqin / kihew om墨kwan鈥� Eagle Feather. In N. Denzin & J. Salvo (Eds.), New Directions for Theorizing in Qualitative Inquiry. Gorham, ME: Myers Educational Press.
Kelly, V. (2020). Evoking Indigenous poesies: An Indigenous M茅tissage. In N. Denzin & J. Salvo (Eds.), New Directions for Theorizing in Qualitative Inquiry. Gorham, ME: Myers Educational Press.
Kelly, V. (2019). Ceremony as a pathway to reconciliation and Indigenous resurgence. In M. A. Peters (Ed.), Encyclopedia of Educational Philosophy and Theory. Singapore: Springer.
Kenny, C., Magnat, V., Kelly, V., Carter, J., Meyer, M. A., et al. (2019). Experiencing resonance as a practice of ritual engagement. In S. Wilson (Ed.), Research as Reconciliation. Toronto, ON: Canadian Scholars Press.
Kelly, V. (2018). Walking in a good way with all our relations. In E. Hasebe-Ludt & C. Leggo (Eds.), Canadian Curriculum Studies: A M茅tissage of Inspiration/Imagination/Interconnection.
Kelly, V. (2014). To see, to know, to shape, to show: The path of an Indigenous artist. In S. Walsh, B. Bickel, & C. Leggo (Eds.), Arts-based and Contemplative Approaches to Research and Teaching: Honoring Presence. New York, NY: Routledge Books.
Kelly, V. (2013). In the discipline of the WIND. In W. Hurren & E. Hasebe-Ludt (Eds.), Contemplative Curriculums (pp. 221鈥�231). New York, NY: Routledge Books.
Kelly, V. (2012). A M茅tis manifesto. In C. Chambers, E. Hasebe-Ludt, C. Leggo, & A. Sinner (Eds.), A Heart of Wisdom: Life Writing as Empathetic Inquiry (pp. 363鈥�368). New York, NY: Peter Lang Publishing.
Kelly, V., Pigeon, M., & Waterstone, B. (2009). As long as the sun shines the grass grows and the rivers flow: Aboriginal education in Canada. In OAS Publication by UPN (pp. 223鈥�244).
Kelly, V. (2004). An artist鈥檚 view. In D. Booth & M. Hachiya (Eds.), The Arts Go to School (pp. 132鈥�133). Markham, ON: Pembroke.