Selected Publications

These are a few of my published pieces and a few other goodies. If you want more information, PDF copies of these publications, or my full length CV, please contact me at sallyann@umass.edu. You can also use your clever detective skills to sleuth out my academia.edu page if you like!

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

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

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.

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

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

Katz-Wise, S. L., 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

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. 

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. 

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.

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

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

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

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.

Galman, S. C. (2020). Washing knives. Public Anthropologist, 145-157. 

Galman, S. C. & Mallozzi, C. A. (2020). Playing school: Female elementary school teachers’ stories of childhood games and post-feminist tomorrows. Educação & Realidade, 45 (2) 1-15.

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.

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

Galman, S. C. (2019). To make the whirling world stand still: Writing scholarship for social justice in the Trump era. International Journal of Qualitative Studies in Education.  https://doi.org/10.1080/09518398.2019.1681553

Galman, S. C. (2019). Not a mirror, but an icon: Ethnographic comic art in three acts [Visual scholarship]. In, Atalay, S., Bonanno, L., Galman, S. C., Jacqz, S., Rybka, R., Shannon, J., Speck, C., Swogger, J., & Wolencheck, E. (Contributors), Ethno/graphic storytelling: Communicating research and exploring pedagogical approaches through graphic narratives, drawings and zines. American Anthropologist, 121 (3), 769-770.

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