These are a few of my published pieces. If you want more information, PDF copies of these publications, or my full length CV, please contact me through my Academia.edu page.
Galman*, S. C. (2018). This is Vienna: Parents of transgender children from pride to survival in the aftermath of the 2016 election. In C. Kray, H. Mandell & T. Carroll (Eds.), Nasty women and bad hombres: Historical reflections on the 2016 presidential election (pp. 276-290). Rochester, NY: University of Rochester Press.
Galman, S. C. (2018). Shane, the lone ethnographer: A beginner’s guide to ethnographic research (2nd Ed). Lanham, MD: Rowman & Littlefield.
Galman, S. C.(2018). Naptime at the OK Corral: A beginner’s guide to the ethnography of childhood. London: Routledge. You can see a full length chapter preview on the author Q&A page: https://www.routledge.com/posts/14266?utm_source=shared_link&utm_medium=post&utm_campaign=B180900883
Galman, S. C. (2018). The story of Peter Both-in-One: Using visual storytelling methods to understand risk and resilience among transgender and gender-nonconforming young children in rural North American contexts. In A. Mandrona & C. Mitchell (Eds.), Visual encounters in the study of rural childhoods (pp. 161-175). Camden, NJ: Rutgers University Press.
Galman, S. C. (2017). Stealth practice: Teachers supporting gender diverse children in the context of right-wing American “zoetrope populism’. In Y. Akbaba & B. Jeffrey (Eds.), The implications of “new populism” for education. London: Wiley Blackwell.
Galman, S. C. (2017). The lion’s mouth opens. Anthropology & Education Quarterly, 48 (3), 207-209.
Galman, S. C. (2017). Research in pain. Anthropology News, 14-17. http://www.anthropology-news.org/index.php/2017/05/08/research-in-pain
Galman, S. C. (2016). Lightstruck: On stories, art, and work among the broken pieces. Cultural Anthropology. https://culanth.org/fieldsights/998-light-struck-on-stories-art-and-work-among-the-broken-pieces
Galman, S. C. (2017). Brave is a dress: Understanding ‘good’ adults and ‘bad’ children through adult horror and children’s play. Childhood. doi: 10.1177/0907568217694419
Galman, S. C. & Mallozzi, C. A. (2015). There are no girl pirate captains: Boys, girls and the “boy crisis” in preschool. Boyhood Studies, 8 (1), 33-46.
Galman, S. C. (2015). Mischief-making of one kind/and another: Unruliness and resistance in rural preschoolers’ play. Ethnography and Education 10 (3), 310-324.
Galman, S. C. (2014). Love is bad for you: Parables and practical fictions in the romantic primary classroom. Teacher Education Quarterly 41(4),89-105.
Galman, S. C. & Mallozzi, C. A. (2015). The ballad of the big manly guy: Male and female teachers construct the gendered careworker in U.S. early education contexts. In S. Brownhill, J. Warin, & I. Wernersson, (Eds.). Men, masculinities and teaching in early childhood education: International perspectives on gender and care. London: Routledge.
Mallozzi, C. & Galman, S. C. (2014). Guys and ‘the rest of us’: Tales of gendered aptitude and experience in educational carework. Gender and Education, 26 (3), 262-279.
Galman, S. C.(2013). Un/Covering: Female religious converts learning the problems and pragmatics of physical observance in the secular world. Anthropology & Education Quarterly, 44 (4), 423-441.
Galman, S. C. (2013). The good, the bad and the data: A beginner’s guide to qualitative data analysis. Walnut Creek, CA: Left Coast Press.
Galman, S. C. & Mallozzi, C. A. (2012). She’s not there: Women and gender in U.S. research on the elementary school teacher, 1995-present. Review of Educational Research. (Online First Edition). DOI: 10.3102/0034654312453343
Mallozzi, C. & Galman, S. C.(2012). Gender doesn’t matter: Why women and gender are ignored in research on elementary level teachers and what it’s ultimately going to cost us. Educação, Sociedade & Culturas [Education, Society & Cultures], 35 (4), 253-270.
Galman, S. C. (2012). Cinderella goes to the purity ball: An open letter on feminism and girl culture, written to my female undergraduate students. Networking Knowledge, 5 (1), 5-22.
Galman, S. C. (2012). Wise and foolish virgins: White women at work in the feminized world of primary school teaching. Lanham, MD: Lexington Press/Rowman & Littlefield.
Galman, S. C., Pica-Smith, C. & Rosenberger, C. (2010). Aggressive and tender navigations: Teacher educators confront whiteness in their practice. Journal of Teacher Education,61 (3), 225-236.
Galman, S. C. (2009). Doth the lady protest too much? Pre-service teachers, identity and the experience of dissonance as a catalyst for development. Teaching and Teacher Education,25 (3), 468-481.
Galman, S. C. (2009). Trading in fables: Literary and artistic methods in self-study research. In Lassonde, C. A., Galman, S. A. C. & Kosnik, C. (Eds.). Self-Study Research Methodologies for Teacher Educators. Rotterdam: Sense Publishers.
Galman, S. C. (2009). The truthful messenger: Visual methods and representation in qualitative research in education. Qualitative Research, 9 (2).
Galman, S. C.(2007). The life you save may be your own: White, female pre-service teachers imagine the marginalized student. Journal of Border Educational Research,6 (2), 7-18.
Galman, S. C. (2007). Shane, the lone ethnographer: A beginner’s guide to ethnographic research. Walnut Creek, CA: Alta Mira Press.
Galman, S. C. (2007). Rain and snow, bless the lord: An ethnographic study of Quaker theology as teacher education practice. Journal of Religion and Education, 34(3).
*All publications prior to 2019 appear under the surname Galman.