Kelly, V. (Submitted). Storying Social Studies as an Indigenous Pedagogical Practice. The Anthology of Social Studies: Issues and Strategies for Elementary Teachers. Ed., R. Chase & P. Clark. Vancouver, BC: Pacific Education Press.

Kelly, V. (2016). Indigenous Resurgence: An Indigenous Métissage. In edited Book with Erika Hasebe-Ludt and Carl Leggo.  

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. Edited Anthology. In W. Hurren & E. Hasebe-Ludt (Eds.), Contemplative Curriculums (pp. 221-231). New York, NY: Routledge Books.

Kelly, V. (2012). A Métis Manifesto. In C. Chambers, E. Hasebe-Ludt, C. Leggo, & A. Sinner (Eds.), A Heart of Wisdom: Life Writing as Empathetic Inquiry (pp. 363-368). New York, NY: Peter Lang Publishing, Inc.

Kelly, V., Pigeon, M., Waterstone, B. (2009). As Long as the Sun Shines the Grass Grows and the Rivers Flow: Aboriginal Education in Canada Ed. OAS Publication by UPN (p. 223-244).

Kelly, V. (2004). An Artists View. In D. Booth & M. Hachiya (Eds.), The Arts Go To School (pp. 132–133). Markham ON: Pembroke Publishers.