Shannon Perry, Ph.D.
Assistant Professor
Education
- 2007 A.B. & B.S.Ed. University of Georgia
- 2011 M.A. Appalachian State University
- 2024 Ph.D. University of Georgia
Professional Experience
2021-2023 Curriculum Specialist, Purdue Global
2019-2021 Instructional Designer, Office of Research, University of Georgia
2014-2019 Undergraduate Academic Advisor, University of Georgia
Research Interests
holistic experiential learning; affective aspects of adult learning processes; qualitative research; arts-inspired inquiry; action research; practice as research; communities of creative practice; sonic pedagogies and methodologies; online higher education
Recent Publications
Perry, S. A. B., Barefield, T., & Nicolaides, A. (In press). Collaboratively reimagining higher education: Enacting posthuman feminist practices. Gender & Education. https://doi.org/10.1080/09540253.2024.2389106
Flint, M., & Perry, S.A.B. (2024). “Engaging relationality, wonder, and resonance: Artmaking as (thematic) analysis.” Invited chapter in J. Wolgemuth, S. Shelton, & K. Guyotte (Eds.), Expanding Approaches to Thematic Analysis: Beyond Qualitative Coding. Routledge. https://doi.org/10.4324/9781003389149-15
Perry, S. A. B., & Pierce, M. S. (2024). Cocreating a sonopoetic analysis. Qualitative Research. https://doi.org/10.1177/14687941241259966
Perry, S. A. B. (2023). Embodying affective intra-actions online: Enacting posthuman methods in virtual spaces. Qualitative Inquiry, 29(10), 1012-1023. https://doi.org/10.1177/10778004231163164
Perry, S. A. B. (2023). Experiencing collaborative inquiry online: A literature review. Journal of Transformative Education, 21(4), 454-473. https://doi.org/10.1177/15413446221149194
Perry, S. A. B. (2022). Wholehearted participation: Affect and immanence in a virtual field. Anthropology & Humanism, 47(1), 258-263. https://doi.org/10.1111/anhu.12375
Perry, S. A. B. (2021). Participatory feeling: Re-visioning transformative learning theory through Heron’s whole person perspective. Adult Education Quarterly, 71(4), 338-355. https://doi.org/10.1177/07417136211016779