Selected Publications

These are a few of my published pieces and a few other goodies. I honestly have a hard time consistently updating things, so a few might be missing. If you want more information, PDF copies of these publications, or my full length CV, please contact me at sallyann@umass.edu.

Please note that my publications prior to 2023 appear under my previous surname.

“’Every time I felt overwhelmed and underqualified to do this work, Galman broke it down into something accessible. I usually return textbooks, but I’ll be keeping and recommending Galman.’ As usual, the students loved using Shane this semester, and I wanted to share that with you. Thanks for putting such a wonderful resource out into the world” — Qualitative Methods instructor teaching with the second edition of Shane the Lone Ethnographer

Pirie, S. C. (2024). Listen up: Trans girls, trans girlhoods and transgirl joy. In Mazzarella, S. (Ed.). Routledge Companion to Girlhood Studies, pp. 53-67. DOI: https://doi.org/10.4324/9780367821890-6

Pirie, S. C. (2024). Troublemakers: Children as unruly activists in an anti-trans US schooling context. Education, Citizenship, and Social Justice. https://doi.org/10.1177/17461979241242000

Pirie,  S. C. (2023). Kapow! Comics-based methods as necessary whimsy in educational research. In DeHart, J. & Hash, P. (Eds). Exploring the human story: Arts-based approaches to qualitative inquiry in educational studies, Vol 2. pp. 1-16. Routledge.

Pirie [as Galman], S. C. (2023). Exeunt omnes: The case for bad exits in childhood ethnography. In Delamont, S. (Ed.). Leaving the field. Manchester University Press.

Pirie [as Galman], S. C. (2022). Let us do more than hope: Visual methods in childhood ethnography. In K. Baines & V. Costa (Eds.) Cool Anthropology: How to Engage the Public with Academic Research. Toronto: University of Toronto Press.

Pirie [as Galman], S. C. (2021). Wedges: Stories as simple machines. Health Promotion Practice. https://doi.org/10.1177/15248399211045974

Pirie [as Galman], S. C. (2021). Yes and. American Anthropologist. https://www.americananthropologist.org/insights/galman

Katz-Wise, S. L., Pirie [as Galman], S. C., Friedman, L. E., & Kidd, K. M. (2021). Parent/caregiver narratives of challenges in raising transgender and/or nonbinary youth. Journal of Family Issues. DOI: 10.1177/0192513X21104448

Pirie [as Galman], S.C. (2022). This is how we win: On unruly hope, autocracy and transgender children. In Kray, C., Linke, U. (Eds.). Race, gender and political culture in the trump era: The fascist allure (pp. 213-231). Taylor & Francis. 

Pirie [as Galman], S.C. (2021). Follow the headlights: On comics based data analysis. In Vanover, C., Mihas, P. & Saldaña, J. (Eds.). Analyzing and Interpreting Qualitative Data: After the Interview. London: SAGE. 

Pirie [as Galman], S. C. (2020) Anthropological contributions to early childhood education: On culture, context, and the construction of the child. In Graue, M. E. & Gullo, D. (Eds.), Scientific influences on early childhood education: From diverse perspectives to common practices. New York: Routledge.

Pirie [as Galman],S. C. (2021). Boy scales. Anthropology News, 62 (4) 29-31.Galman, S. C. (2021). Hold fast. Qualitative Inquiry. https://doi.org/10.1177/10778004211002764

Pirie [as Galman], S. C.  (2021). Nicole’s mother is dead. Ethnography and Education. https://doi.org/10.1080/17457823.2020.1861956

Pirie [as Galman], S. C. (2020). Ghostly presences out there: Transgender girls and their families in the time of COVID. Girlhood Studies, 13 (3) 79-97. https://doi.org/10.3167/ghs.2020.130307

Pirie [as Galman], S. C. (2020). Parenting far from the tree: Supportive parents of young transgender and gender nonconforming children in the United States. In B. Ashdown & A. Faherty (Eds.) Parents and caregivers across cultures: Positive development from infancy through adulthood. (pp. 141-155).  Berlin: Springer.

Pirie [as Galman], S. C. (2020). Washing knives. Public Anthropologist, 145-157. 

Pirie [as Galman], S. C. (2019). Nice work: Young White women, near enemies, and teaching inside the magic circle. In A. Castagno (Ed.), The price of nice: How educators’ allegiance to being nice advances educational inequity. St. Paul: University of Minnesota Press.

Pirie [as Galman], S. C. (2019). #Dangersafetybravery: An incantation [Visual scholarship]. Paperbark, 1 (2) 70-78. 

Pirie [as 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.

Pirie [as Galman], S. C. (2018). Shane, the lone ethnographer: A beginner’s guide to ethnographic research (2nd Ed). Lanham, MD: Rowman & Littlefield.

Pirie [as 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

Pirie [as 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.

Pirie [as 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.

Pirie [as 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 2023 appear under the surname Galman. But they are me! 🙂