About Dr. Campbell Galman

About Dr. Campbell Galman

 

Dr. Sally Campbell-Galman is an anthropologist, writer, and performance and visual artist. Her research interests include the anthropology of childhood, early childhood studies, and gender studies. She is the Principal Investigator of the Gender Moxie Project. This project, generously funded by the Spencer Foundation, focuses on understanding transgender and other gender-diverse children’s experiences and resiliencies through an interdisciplinary and art-informed lens. Along with colleague Dr. Laura Alicia Valdiviezo, she served as Editor-in-Chief of Anthropology and Education Quarterly for two editorial terms, concluding in 2019. She is also currently an editor at Jeunesse: Young People, Texts, Cultures. Dr. Campbell-Galman was born and grew up in northern Japan, spent every summer of her life at the public library near her grandparents’ house in Jackson, Mississippi, and graduated from Punahou School in Honolulu, Hawaii. She is Professor of Child and Family Studies at the University of Massachusetts-Amherst.

Follow her on Twitter! @ProfessorMommy and Amazon and at Academia.edu

Here are some nice things said about my work:

In Gottlieb, A. (2020). Writing about children for a public forum. Public Anthropology (2) 2020, 37-81.

New inventive ethnographic writing about children also includes a textbook by American anthropologist of childhood and education, Sally Campbell Galman, focused on how to ethnographically study children — but written in the form of an illustrated book drawing on the genre of comic strips. In fact, this is the third in a trilogy of books written by Galman, who also happens to be a talented artist, and she has applied both her verbal and artistic skills to creating a trio of comic book-style textbooks that have proven wildly successful with students.57 Aside from their obvious visual interest, Galman points out that “Comics have the potential to democratize the academic establishment, or at least question and then expand the boundaries of legitimacy.” (p. 51).

As Keith Hart has recently written, “The world is changing all around us and anthropology must try to keep up, not just because we study this world as anthropologists, but because our students live in it and they are rapidly leaving their teachers behind.”  Hart has online communications in particular in mind, but the point is easily expanded to other writing modes. As Sally Campbell Galman has said in an interview about her comic book-style textbook series: any time we push the boundaries of what “counts” as a legitimate text, of who can be the voice of scholarship and science, of what that “voice” looks like and of who we purport our readership to be we democratize the profession and make knowledge more accessible to more people. Happily, we anthropologists are, finally, learning skills from journalists, bloggers, and other adventurous writers – and vice versa, I hope. And so, the conversation continues.” (p. 59).

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“Children are not the people of tomorrow, but are people of today. They have a right to be taken seriously, and to be treated with tenderness and respect. They should be allowed to grow into whoever they were meant to be. ‘The unknown person’ inside of them is our hope for the future.” – Janusz Korczak

 


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