Peer-reviewed journal articles


Shannon, D. B. (In press) Perversity, precarity, and an embarrassment of (neuro)queer failures: Tracing a ‘more precise typology’ of the affects of failure and anxiety in an in-school research-creation project. 

    International Journal of Qualitative Studies in Education.

Shannon, D. B. (2022) ‘Trajectories matter’: Affect, neuroqueerness and music research-creation in an early childhood classroom.

    Qualitative Inquiry.

Shannon, D. B. (2021). A/autisms :: a ‘queer labor of the incommensurate’: Holding onto the friction between different orientations towards autism in an early childhood research-creation project.

    International Journal of Qualitative Studies in Education.

Shannon, D. B. (2021). What do 'propositions' do for research-creation? Truth and modality in Whitehead and Wittgenstein. 

    Matter: Journal of New Materialist Research. 2(2).


Shannon, D. B. (2020). Neuroqueering Noise: Beyond ‘mere inclusion’ in a neurodiverse early childhood classroom. 

    Canadian Journal of Disability Studies. 9(5).

Shannon, D. B. and Truman, S. E. (2020). Problematizing sound methods through music research-creation: Oblique Curiosities. 

    International Journal of Qualitative Methods. 19.

Shannon, D. B. (2019). ‘What could be feminist about sound studies?’: (in)Audibility in young children’s soundwalking. 

    Journal of Public Pedagogies. 4

Truman, S. E. and Shannon, D. B. (2018). Queer sonic cultures: An affective walking-composing project. 

    Capacious: Journal for Emerging Affect Inquiry. 1(3).

Chapters in edited books

Shannon, D. B. (In Press) “Oh, I could do that!” Cheap but good advice for playing music in a classroom. In P. Gibson, R. Morgan, & A. Brett, (Eds.), Primary Teacher Solutions: Ready Pedagogy and Inspirational Ideas. Routledge.