D B Shannon
Biographic Data
| ID | 51457 |
|---|---|
| NAME | D B Shannon |
| GIVEN NAMES | D B |
| FAMILY NAME | Shannon |
| SIGNATURE | SHANNON D B |
| AFFILIATIONS | Manchester Metropolitan University |
| ORCID | 0000-0001-7642-0667 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Can we queer nostalgia? Fabulating more just futures through the speculative arts
A little thing that returns: Refrains and young children’s sense making in museum spaces
This paper describes a research collaboration with Humber Museums Partnership, which explored family museum visiting and early language. Drawing from ethnographic observations and continuous audio recordings, this article examines how very young children make sense in museum spaces. We activate Deleuze and Guattari’s concept of the refrain (originally expressed in French as ritournelle, a little return) to analyse vignettes of children’s vocalisa…
Opaque reciprocity: Or theorising Glissant's 'right to opacity' as a communication and language praxis in early childhood education
In this article, the authors argue for what douard Glissant terms the 'right to opacity' in teaching and assessing communication and language skills in early childhood education (ECE).We draw from Glissant's writing on Relation, and his interrelated concepts of 'opacity' and 'transparency', to consider two vignettes from sensory ethnographic research conducted in ECE settings: a special education classroom and a nursery.We contest the internation…
“Trajectories Matter”: Affect, Neuroqueerness, and Music Research-Creation in an Early Childhood Classroom
In this article, the author considers his ongoing experience as a PhD student to argue for the significance of “trajectory” toward doctoral and early career research. He suggests that his background in special education shapes his methodology (critical disability studies), his research-creation praxis, and his approach to theory. He exemplifies this through two research-creation projects: Neuroqueer(ing) Noise , which was an in-school project in …
Cosmic Beavers: Queer Counter-Mythologies Through Speculative Songwriting
In this article, the authors introduce the concept of a "queer counter-mythology." They do so by discussing a speculative song they wrote as an enactment of research-creation. Research-creation names an interdisciplinary scholarly praxis where artist-scholars create the artefacts they want to think-with, rather than analysing existing cultural productions. The song discussed in this article, "Cosmic Beavers," proposes a queer counter-mythology th…
Perversity, precarity, and anxiety: Tracing a ‘more precise typology’ of the affect of neuroqueer failure in an in-school research-creation project
In this paper, I draw from an in-school music research-creation project to consider the complex, racist-ableist politics of failure in the early childhood classroom. I theorise failure as it unfolds through anxiety, which I conceptualise as an affect of failure, to discuss both the perverse possibilities and perilous precarities of (neuro)queer failure. I examine two samples from an in-school research-creation project, which fail in generative ye…
What do ‘propositions’ do for research-creation? Truth and modality in Whitehead and Wittgenstein
Research-creation is a way of researching socio-material processes as art practices. Scholars and artists pursuing research-creation often reference Whitehead’s conceptualisation of the ‘proposition’ as a key theoretical device for speculative and creative work. However, this scholarship perhaps downplays the truth/false distinction that is essential to Whitehead’s account of the proposition in favour of the proposition’s potential as a speculati…
A/autisms: A “Queer Labor of the Incommensurate”: Holding Onto the Friction Between Different Orientations Towards Autism in an Early Childhood Research-Creation Project
In this paper, I propose “A/autisms” as an organizing concept for considering the complex intersection of Autistic identity, autistic disability, and the contingency of the diagnosis “autism” in educational research. I draw from Neuroqueer(ing) Noise—my doctoral research-creation project in an integrated, mainstream early childhood classroom—to consider how this intersection might help us orient towards A/autisms as artists, researchers, and teac…
Neuroqueer(ing) Noise: Beyond 'Mere Inclusion' in a Neurodiverse Early Childhood Classroom
Inclusion, as it is understood in a British education context, usually refers to the integration of children with dis/abilities into a mainstream school. However, rather than transform the school, inclusion often seeks to rehabilitate-to tune-up-the 'divergent' child's noisy tendencies, making them more easily included. Music and the arts more broadly have long been instrumentalized as one way of achieving this transformation, relying on the assu…
Problematizing Sound Methods Through Music Research-Creation: Oblique Curiosities
In this article, we take up feminist new materialist thought in relation to our music research-creation practice to problematize the white, en/abled, cis-masculine, and Euro-Western methodological orientation often inherited with sound methods. We think with our music research-creation practice to activate a feminist new materialist politics of approach, unsettling sound studies' inheritances that seek to separate, essentialize, naturalize/neutra…
Problematizing Sound Methods Through Music Research-Creation: Oblique Curiosities
In this article, we take up feminist new materialist thought in relation to our music research-creation practice to problematize the white, en/abled, cis-masculine, and Euro-Western methodological orientation often inherited with sound methods. We think with our music research-creation practice to activate a feminist new materialist politics of approach, unsettling sound studies' inheritances that seek to separate, essentialize, naturalize/neutra…
Neuroqueer(ing) Noise: Beyond 'Mere Inclusion' in a Neurodiverse Early Childhood Classroom
Inclusion, as it is understood in a British education context, usually refers to the integration of children with dis/abilities into a mainstream school. However, rather than transform the school, inclusion often seeks to rehabilitate-to tune-up-the 'divergent' child's noisy tendencies, making them more easily included. Music and the arts more broadly have long been instrumentalized as one way of achieving this transformation, relying on the assu…
Cosmic Beavers: Queer Counter-Mythologies Through Speculative Songwriting
In this article, the authors introduce the concept of a "queer counter-mythology." They do so by discussing a speculative song they wrote as an enactment of research-creation. Research-creation names an interdisciplinary scholarly praxis where artist-scholars create the artefacts they want to think-with, rather than analysing existing cultural productions. The song discussed in this article, "Cosmic Beavers," proposes a queer counter-mythology th…
A/autisms: A “Queer Labor of the Incommensurate”: Holding Onto the Friction Between Different Orientations Towards Autism in an Early Childhood Research-Creation Project
In this paper, I propose “A/autisms” as an organizing concept for considering the complex intersection of Autistic identity, autistic disability, and the contingency of the diagnosis “autism” in educational research. I draw from Neuroqueer(ing) Noise—my doctoral research-creation project in an integrated, mainstream early childhood classroom—to consider how this intersection might help us orient towards A/autisms as artists, researchers, and teac…
Opaque reciprocity: Or theorising Glissant's 'right to opacity' as a communication and language praxis in early childhood education
In this article, the authors argue for what douard Glissant terms the 'right to opacity' in teaching and assessing communication and language skills in early childhood education (ECE).We draw from Glissant's writing on Relation, and his interrelated concepts of 'opacity' and 'transparency', to consider two vignettes from sensory ethnographic research conducted in ECE settings: a special education classroom and a nursery.We contest the internation…
Neuroqueer(ing) Noise: Beyond 'Mere Inclusion' in a Neurodiverse Early Childhood Classroom
Inclusion, as it is understood in a British education context, usually refers to the integration of children with dis/abilities into a mainstream school. However, rather than transform the school, inclusion often seeks to rehabilitate-to tune-up-the 'divergent' child's noisy tendencies, making them more easily included. Music and the arts more broadly have long been instrumentalized as one way of achieving this transformation, relying on the assu…
Problematizing Sound Methods Through Music Research-Creation: Oblique Curiosities
In this article, we take up feminist new materialist thought in relation to our music research-creation practice to problematize the white, en/abled, cis-masculine, and Euro-Western methodological orientation often inherited with sound methods. We think with our music research-creation practice to activate a feminist new materialist politics of approach, unsettling sound studies' inheritances that seek to separate, essentialize, naturalize/neutra…
What do ‘propositions’ do for research-creation? Truth and modality in Whitehead and Wittgenstein
Research-creation is a way of researching socio-material processes as art practices. Scholars and artists pursuing research-creation often reference Whitehead’s conceptualisation of the ‘proposition’ as a key theoretical device for speculative and creative work. However, this scholarship perhaps downplays the truth/false distinction that is essential to Whitehead’s account of the proposition in favour of the proposition’s potential as a speculati…
A/autisms: A “Queer Labor of the Incommensurate”: Holding Onto the Friction Between Different Orientations Towards Autism in an Early Childhood Research-Creation Project
In this paper, I propose “A/autisms” as an organizing concept for considering the complex intersection of Autistic identity, autistic disability, and the contingency of the diagnosis “autism” in educational research. I draw from Neuroqueer(ing) Noise—my doctoral research-creation project in an integrated, mainstream early childhood classroom—to consider how this intersection might help us orient towards A/autisms as artists, researchers, and teac…
Perversity, precarity, and anxiety: Tracing a ‘more precise typology’ of the affect of neuroqueer failure in an in-school research-creation project
In this paper, I draw from an in-school music research-creation project to consider the complex, racist-ableist politics of failure in the early childhood classroom. I theorise failure as it unfolds through anxiety, which I conceptualise as an affect of failure, to discuss both the perverse possibilities and perilous precarities of (neuro)queer failure. I examine two samples from an in-school research-creation project, which fail in generative ye…
“Trajectories Matter”: Affect, Neuroqueerness, and Music Research-Creation in an Early Childhood Classroom
In this article, the author considers his ongoing experience as a PhD student to argue for the significance of “trajectory” toward doctoral and early career research. He suggests that his background in special education shapes his methodology (critical disability studies), his research-creation praxis, and his approach to theory. He exemplifies this through two research-creation projects: Neuroqueer(ing) Noise , which was an in-school project in …
Cosmic Beavers: Queer Counter-Mythologies Through Speculative Songwriting
In this article, the authors introduce the concept of a "queer counter-mythology." They do so by discussing a speculative song they wrote as an enactment of research-creation. Research-creation names an interdisciplinary scholarly praxis where artist-scholars create the artefacts they want to think-with, rather than analysing existing cultural productions. The song discussed in this article, "Cosmic Beavers," proposes a queer counter-mythology th…
Opaque reciprocity: Or theorising Glissant's 'right to opacity' as a communication and language praxis in early childhood education
In this article, the authors argue for what douard Glissant terms the 'right to opacity' in teaching and assessing communication and language skills in early childhood education (ECE).We draw from Glissant's writing on Relation, and his interrelated concepts of 'opacity' and 'transparency', to consider two vignettes from sensory ethnographic research conducted in ECE settings: a special education classroom and a nursery.We contest the internation…
A little thing that returns: Refrains and young children’s sense making in museum spaces
This paper describes a research collaboration with Humber Museums Partnership, which explored family museum visiting and early language. Drawing from ethnographic observations and continuous audio recordings, this article examines how very young children make sense in museum spaces. We activate Deleuze and Guattari’s concept of the refrain (originally expressed in French as ritournelle, a little return) to analyse vignettes of children’s vocalisa…
Can we queer nostalgia? Fabulating more just futures through the speculative arts
Sociology (6 works) · Epistemology (5 works) · Political science (4 works) · Psychology (4 works) · Diverse Music Education Insights (3 works) · Pedagogy (3 works) · Posthumanist Ethics and Activism (3 works) · Queer (3 works) · Aesthetics (2 works) · Art (2 works)