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Guenther, John, Ober, Robyn, Osborne, Sam and Williamson-Kefu, Majon (2021) Enacting socially just and transformative education through classroom pedagogy. Pedagogy, Culture and Society, 29 (4). pp. 611-630.

Guenther, John, Ober, Robyn, Osborne, Sam and Williamson-Kefu, Majon (2021) Is confidence and empathy enough? White teachers’ efforts to incorporate the Australian Curriculum’s Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. In: Australian Association for Research in Education (AARE) 2021. (Unpublished)

Guenther, John, Ober, Robyn, Osborne, Sam, Williamson-Kefu, Majon and Taylor, Terri (2021) Learn. Respect. Engage. Lead. A case study of a successful whole-of-school approach to improving engagement with First Nations content and perspectives. In: Australian Association for Research in Education (AARE) 2021. (Unpublished)

Guenther, John, Ober, Robyn, Osborne, Sam and Williamson-Kefu, Majon (2019) Principles for Teacher Professional Development Research Report. Project Report. Australians Together Research Report.

Guenther, John, Yettica-Paulson, Mark, Osborne, Sam, Ober, Robyn and Williamson-Kefu, Majon (2019) Supporting teachers with Professional Learning for the Aboriginal and Torres Strait Islander cross-curriculum priority: A case study of two schools. In: Australian Association for Research in Education Annual Conference. (Unpublished)

Williamson-Kefu, Majon (2019) Writing from Somewhere: Reflections on Positioning in Research. Journal of Intercultural Studies, 40 (1). pp. 5-15. ISSN 0725-6868

Williamson-Kefu, Majon Theorising knowing: A reflection on Indigenous philosophical perspectives on knowing, learning and education. Ngoonjook: a Journal of Australian Indigenous Issues (36). pp. 36-43. ISSN 1039-8236