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. (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.
Galman, S. (2017). Research in pain. Anthropology News, 14-17. http://www.anthropology-news.org/index.php/2017/05/08/research-in-pain
Galman, S. (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. (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. (2014). Love is bad for you: Parables and practical fictions in the romantic primary classroom. Teacher Education Quarterly 41(4),89-105.
Galman, S. & 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. (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. (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. & 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. (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. (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., 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. A. 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. A. 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. A. C. (2009). The truthful messenger: Visual methods and representation in qualitative research in education. Qualitative Research, 9 (2).
Galman, S. A. 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. A. 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).
Galman, S. (2006). Rich white girls: Developing critical identities in teacher education and novice teaching settings. International Journal of Learning, 13, 3-13.
Campbell, S.A. (2001). Shouts in the dark: Community arts programming for rural schools with “urban” problems. Education and Urban Society, 33 (4) 445-456.
And lots of BOOKS too!
Galman, S. (2016-under contract, in production). The kid stays in the picture: Doing ethnographic research with children and young people. Walnut Creek, CA: Left Coast Press.
Galman, S. (2013). The good, the bad and the data: A beginner’s guide to qualitative data analysis. Walnut Creek, CA: Left Coast Press.
Galman, S. (2012). Wise and foolish virgins: White women at work in the feminized world of primary school teaching. Lanham, MD: Lexington Press/Rowman & Littlefield.
Lassonde, C. A., Galman, S.& Kosnik, C. (Eds.). (2009). Self-study research methodologies for teacher educators. Rotterdam: Sense Publishers.
Galman, S. (2007). Shane, the lone ethnographer: A beginner’s guide to ethnographic research. Walnut Creek, CA: Alta Mira Press.
Campbell, S.A. (1996). Obviously: Four years of “Stating the Obvious.” Grinnell, IA: Grinnell College Sesquicentennial Publications.