DAVID BEN SHANNON

​​​PEER-REVIEWED JOURNAL ARTICLES                                                                                                                               

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Shannon, D. B., & Truman, S. E. (2026). Can we queer nostalgia? Fabulating more just futures through the speculative arts.     Futures: For the interdisciplinary study of futures, visioning, anticipation and foresight. (Link)​

 

Hackett, A., Shannon, D. B., MacRae, & MacLure, M. (2025). A little thing that returns: Refrains and young children’s sense making in museum spaces.

     Journal of Early Childhood Literacy. 25(4). (Open Access)​​

 

Shannon, D. B., & Hackett, A. (2024). The entanglement of language and place in early childhood: A review of the literature.

     Critical Inquiry in Language Studies. 22(2). (Open Access)​

 

Shannon, D. B., & Hackett, A. (2024). Opaque Reciprocity: Theorising Glissant’s ‘right to opacity’ as a communication and language praxis in early childhood education.

     Discourse: Studies in the Cultural Politics of Education. 45(1). (Open Access)​

 

Truman, S. E., Shannon, D. B., & Yusoff, K. Y. (2023). Cosmic Beavers: Queer counter-mythologies through speculative songwriting.

     Angelaki: Journal of the Theoretical Humanities. 28(6). (Open Access)​

 

Shannon, D. B. (2023). ‘Trajectories matter’: Affect, neuroqueerness and music research-creation in an early childhood classroom.

     Qualitative Inquiry. 29(1) (Open Access)​

 

Shannon, D. B. (2022). 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. 37(3) (Open Access)

 

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.  (Open Access)

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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) (Open Access)

 

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

    Canadian Journal of Disability Studies. 9(5) (Open Access)

 

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

    International Journal of Qualitative Methods. 19 (Open Access)

 

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

    Journal of Public Pedagogies. (4) (Open Access)

 

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

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

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CHAPTERS IN EDITED BOOKS                                                                                                                                           

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Shannon, D. B., & Truman, S. E. (2026). The unexpected hilarity of teetering on the knife-edge of precarity: Affective strategies for queer(er) research. In A. Kuntz (Ed.). Theory and Philosophy in Qualitative Research Methods Key Concepts. Routledge. (Link)

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Shannon, D. B. (2026). Neuroqueering disability studies: Tracing a few déjà vus. In H. Cameron, P. Douglas, and K. Runswick-Cole (Eds.). Disability in Turbulent Times. Edward Elgar. (Open Access Link)

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​​​Shannon, D. B. (2026). The Borg, Star Trek’s disability problem and the future of independence in special education in England. In S. E. Truman (Ed.), Researching and Teaching with Speculative Fiction. Bloomsbury. (Open Access)

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Shannon, D. B. (2026). Neuroqueerness as a proposition for method: Contextualising a music composition research-creation study in a neurodiverse early childhood education classroom. In T. Huuki, S. Pihkala, EJ Renold, and C. A. Taylor (Eds.). Creative research on gender and sexuality in childhood and youth. (Link)

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CHAPTERS IN MY EDITED BOOKS

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Badwan, K. et al. (2026) Introduction. In Hackett, A. et al. (Eds.) Language, Place and the Body in Early Childhood Literacies: Theory, Practice and Social Justice. Routledge. (Link)

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Williams, Y., & Shannon, D. B. (2026). Curating moments of unruliness in the special education classroom: Resisting the narrowing of neurotypicality in England. In Hackett, A. et al. (Eds.) Language, Place and the Body in Early Childhood Literacies: Theory, Practice and Social Justice. Routledge. (Link)

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Spencer, W., Clarke, J., & Shannon, D. B. (2026). Beyond ‘deficit’ or ‘lack’: Enjoying the richness of language and meaning-making in a complex early childhood classroom. In Hackett, A. et al. (Eds.) Language, Place and the Body in Early Childhood Literacies: Theory, Practice and Social Justice. Routledge. (Link)

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Hackett et a., (2026) The Rights of the Talker. In Hackett, A. et al. (Eds.) Language, Place and the Body in Early Childhood Literacies: Theory, Practice and Social Justice. Routledge. (Link)

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Hackett, A., MacRae, C.,  Shannon, D. B., Chester, R., Cooke, L., Hallberg, L., Simmons, G., Smith-Higgins, L., Toon, S. (2026). Rituals, vocalisations and creating comfortable spaces: A spatialised view of young children’s language in museums.

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​Hackett, A. & Shannon, D. B. (2026). Researching language and place: What is the evidence base? In Hackett, A. et al. (Eds.) Language, Place and the Body in Early Childhood Literacies: Theory, Practice and Social Justice. Routledge.​​ (Link)