Kelly, V. (2025). Honouring the Instrument and the Song: An Indigenous Métissage. Arts/Research International special issue: Artful Futures Reflecting on the Evolution of Arts in Research. (In progress).

Kelly, V., Hill, C., Sivia, A., Rosehart, P., & Keliipio, K. (2024). “Self” in self-study: Alongside stories as Indigenously understood inquiry. In Education, 29(3), 53–76.

Kelly, V. (2021). Radical acts of re-imagining ethical relationality and trans-systemic transformation: An Indigenous Métissage. In M. Battiste & S. Henderson (Eds.), Engaged Scholar Journal special issue, 7(1), 183–202.

Kelly, V. (2021). Kizhay Ottiziwin: To walk with kindness and kinship. In E. Lyle, J. Latremouille, & D. Jardine (Eds.), Journal of the Canadian Association of Curriculum Studies special issue, Walking: Attuning to an Earthly Curriculum, 18(2), 138–149.

Kelly, V., & Rosehart, P. (2020). The role of Indigenous knowledge practices within transformative reconciliation. Canadian Journal of Curriculum Studies, 18(1), 77–78.

Kelly, V. (2019). Indigenous poiesis: Medicine for Mother Earth. Artizein: Arts and Teaching Journal special issue, 2.

Kelly, V. (2019). An offering and a prayer. Artizein: Arts and Teaching Journal special issue, 1.

Kelly, V., & Rosehart, P. (2019). From reconciliation towards Indigenous cultural resurgence: A Métissage on the co-imagining of Staʔəlnamət & Stel̓ númut. In J. Archibald (Ed.), Canadian Journal of Native Education: Awakening the Spirit: Indigenous Culture and Language Revitalization Through Land, Water and Sky, 40(2).

Kelly, V. (2015). Finding our way home: An ecological sense of self and honouring the places we are from. ECO Thinking, 1.

Kelly, V. (2013). Integrating Indigenous pedagogical practices. One World in Dialogue: Social Studies Council Journal, 2(2).

Kelly, V. (2012). Welcoming the child into the circle of understanding. Child Health and Education: An Interdisciplinary Journal, 4(1), 21–46.

Kelly, V. (2010). Finding face, finding heart, and finding foundation: Life writing and the transformation of educational practice. Transnational Curriculum Inquiry Journal, 7(2), 82–100.