Barrie Shannon

Research Interests

Gender and sexualities Gender, Sexuality and Education Internet, digital and social media Physical Education and Development Curriculum and Pedagogy Sociology of Education Transgender studies

Dr Barrie Shannon

Research Fellow

School of Education

College of Education, Behavioural and Social Science

Eligible to supervise Masters and PhD (as Co-Supervisor) - email supervisor to discuss availability.

Available For Media Comment.

Dr Barrie Shannon (he/they) is a Postdoctoral Research Fellow in UniSA Education Futures and a member of the Centre for Research in Educational and Social Inclusion (CRESI). Their research to date has focused on the personal outcomes of structural inequalities, particularly in regard to youth, gender, sexuality and disability. Barrie's PhD was awarded in 2020 by the University of Newcastle (Australia) and won awards for the Best Thesis at School and College level. Their first monograph, titled Sex(uality) Education for Trans and Gender Diverse Youth in Australia was published in 2022 in the Palgrave Studies in Gender and Education series.
Barrie's current research focuses on the informal educational experiences of queer and trans Australians, with an emphasis on sex(uality) education and civics education. They are currently leading a project on how trans and gender diverse Australians leverage social media communities as informal sexuality and civics education.
Barrie is also pursuing research on LGBTQ+ students experiences following alternative entry pathways into university with enabling programs, and is a member of a multi-institutional research team on LGBTQ+ mental health with the support of a Medical Research Future Fund (MRFF) grant.

Date Position Institution name
2022 - 2022 Senior Research Fellow University of Melbourne
2017 - 2022 Lecturer University of Newcastle Australia

Date Type Title Institution Name Country Amount
2021 Award Best Thesis (College of Human and Social Futures) University of Newcastle Australia Australia -
2021 Award Best Thesis (School of Humanities, Creative Industries and Social Sciences) University of Newcastle Australia Australia -

Language Competency
English Can read, write, speak, understand spoken and peer review
Spanish - Latin American Can read, write, speak and understand spoken

Date Institution name Country Title
2015 - 2020 University of Newcastle Australia Australia PhD
2014 - 2014 University of Newcastle Australia Australia Bachelor of Social Science (Honours)
2010 - 2013 University of South Australia Australia Bachelor of Social Science
2010 - 2013 University of South Australia Australia Bachelor of Psychological Science (Human Services)

Year Citation
2025 Threadgold, S., Shannon, B., Haro, A., Cook, J., Davies, K., Coffey, J., . . . Burrows, R. (2025). Buy Now, Pay Later technologies and the gamification of debt in the financial lives of young people. Journal of Cultural Economy, 18(1), 52-67.
DOI Scopus9 WoS9
2025 Shannon, B. (2025). Queer youth and critical sexuality education pedagogies within networked publics: implications for school-based practice. Critical Studies in Education, 66(3), 277-294.
DOI Scopus1
2025 Albury, K., Mannix, S., Shannon, B., & Zheng, H. (2025). Groundhog day: digital media is fake and teaches young people the wrong things about sexuality. International Journal of Communication, 19, 543-549.
2025 Hart, C., Koritsas, S., Shannon, B., & McVilly, K. (2025). Perspectives of Australian professionals who support younger people in residential aged care without access to individualised funding. Disability & Society, 40(8), 2278-2296.
DOI
2025 Booth, K., Bryant, J., Chandra, S., Davies, C., Kerr, L., Wynne, K., . . . Whop, L. J. (2025). Advancing equity: the urgent need to include trans and gender diverse people in cervical cancer prevention in Australia. Medical Journal Of Australia, 223(7), 338-342.
DOI Scopus1
2025 Shannon, B., Mansfield, M., Hattam, S., & Griffiths, Z. (2025). 'Do I have to go through all of that again?' Class and rurality as barriers in the higher education pathways of queer students. The Australian Educational Researcher, online(5), 1-19.
DOI
2024 Farrugia, D., Cook, J., Senior, K., Threadgold, S., Coffey, J., Davies, K., . . . Shannon, B. (2024). Youth and the consumption of credit. Current Sociology, 72(6), 1088-1106.
DOI Scopus13
2024 Shannon, B., Hart, C., Koritsas, S., & McVilly, K. (2024). 'That grey area where no one can help': the experience of younger people avoiding or leaving residential aged care who are not NDIS participants. Australian Journal of Social Issues, online(4), 1-16.
DOI Scopus1
2024 Coffey, J., Senior, K., Haro, A., Farrugia, D., Threadgold, S., Cook, J., . . . Shannon, B. (2024). Embodying debt: youth, consumer credit and its impacts for wellbeing. Journal of Youth Studies, 27(5), 685-705.
DOI Scopus14
2023 Cook, J., Davies, K., Farrugia, D., Threadgold, S., Coffey, J., Senior, K., . . . Shannon, B. (2023). Buy now pay later services as a way to pay: credit consumption and the depoliticization of debt. Consumption Markets & Culture, 26(4), 245-257.
DOI Scopus21
2023 Matthews, B., Shannon, B., & Roxburgh, M. (2023). Destroy all humans: the dematerialisation of the designer in an age of automation and its impact on graphic design - a literature review. The International Journal of Art & Design Education, 42(3), 367-383.
DOI Scopus31
2022 Askland, H. H., Shannon, B., Chiong, R., Lockart, N., Maguire, A., Rich, J., & Groizard, J. (2022). Beyond migration: a critical review of climate change induced displacement. Environmental Sociology, 8(3), 267-278.
DOI Scopus21
2022 Shannon, B. (2022). Introduction. Palgrave Studies in Gender and Education, 3-14.
DOI
2022 Shannon, B. (2022). Book Review: Ruby Grant, <i>Sexual Citizenship and Queer Post-feminism: Young Women’s Health and Identity Politics</i>. Journal of Sociology, 58(4), 608-609.
DOI
2022 Sharp, M., Shannon, B., & Grant, R. (2022). Beyond victimhood, towards citizenship: (Re)conceptualising campus climate for LGBTQ+ university students in the Australian context. Higher Education Research and Development, 41(7), 2395-2407.
DOI Scopus4
2017 Shannon, B., & Smith, S. J. (2017). Dogma before diversity: the contradictory rhetoric of controversy and diversity in the politicisation of Australian queer-affirming learning materials. Sex Education, 17(3), 242-255.
DOI Scopus35
2016 Shannon, B. (2016). Comprehensive for who? Neoliberal directives in Australian 'comprehensive' sexuality education and the erasure of GLBTIQ identity. Sex Education, 16(6), 573-585.
DOI Scopus49
2015 Shannon, B., & Smith, S. J. (2015). ‘A lot more to learn than where babies come from’: controversy, language and agenda setting in the framing of school-based sexuality education curricula in Australia. Sex Education, 15(6), 641-654.
DOI Scopus59

Year Citation
2023 Shannon, B. (2023). Social Media, Trans and Nonbinary Youth. In The Palgrave Encyclopedia of Sexuality Education (pp. 1-7). Springer International Publishing.
DOI
2023 Coffey, J., Kanai, A., Sharp, M., & Shannon, B. (2023). Gender and sexualities. In Public Sociology (pp. 257-278). Routledge.
DOI
2022 Shannon, B. (2022). Envisioning a Trans-Positive, Utopian Sexuality Education. In Palgrave Studies in Gender and Education (pp. 101-121). Springer International Publishing.
DOI
2022 Shannon, B. (2022). Introduction. In Palgrave Studies in Gender and Education (pp. 3-14). Springer International Publishing.
DOI
2022 Shannon, B. (2022). Networked Publics and Online Sex(uality) Education. In Palgrave Studies in Gender and Education (pp. 155-178). Springer International Publishing.
DOI Scopus1
2022 Shannon, B. (2022). Trans Youth Perspectives on Formal Sex Education. In Palgrave Studies in Gender and Education (pp. 81-100). Springer International Publishing.
DOI
2022 Shannon, B. (2022). Untangling the Institutional Constraints on Trans Youth ‘Becoming’. In Palgrave Studies in Gender and Education (pp. 181-204). Springer International Publishing.
DOI
2022 Shannon, B. (2022). Sex(uality) Education in Australia from Past to Present. In Palgrave Studies in Gender and Education (pp. 29-55). Springer International Publishing.
DOI Scopus4
2022 Shannon, B. (2022). Traditional Popular Media as Sex(uality) Education. In Palgrave Studies in Gender and Education (pp. 139-154). Springer International Publishing.
DOI
2022 Shannon, B. (2022). Hetero- and Cisnormativity in Contemporary Sex Education. In Palgrave Studies in Gender and Education (pp. 59-79). Springer International Publishing.
DOI Scopus2
2022 Shannon, B. (2022). Reflecting on Queer Subjectivities and Practising Reflexivity. In Palgrave Studies in Gender and Education (pp. 15-28). Springer International Publishing.
DOI
2022 Shannon, B. (2022). Friends, Family and Romance as Sex(uality) Education. In Palgrave Studies in Gender and Education (pp. 125-138). Springer International Publishing.
DOI
2022 Shannon, B. (2022). Conclusions and Implications for Practice. In Palgrave Studies in Gender and Education (pp. 205-214). Springer International Publishing.
DOI
2020 Shannon, B., & Sharp, M. (2020). Becoming non-binary: An exploration of gender work in tumblr. In Gender Sexuality and Race in the Digital Age (pp. 137-150). Springer International Publishing.
DOI Scopus13
2011 Naffine, N. (2011). Women and the cast of legal persons. In J. Jones, A. Grear, R. Fenton, & K. Stevenson (Eds.), Gender, Sexualities and Law (1 ed., pp. 15-25). United Kingdom: Routledge.
DOI Scopus25

  • Developing an Inclusive Mental Healthcare Model of Care for LGBTQ people in South Australia, Medical Research Future Fund, 01/03/2024 - 29/02/2028

Date Role Research Topic Program Degree Type Student Load Student Name
2023 Co-Supervisor - Doctor of Philosophy Doctorate Full Time Mrs Ebony Braidwood

Date Role Editorial Board Name Institution Country
2025 - ongoing Consulting Editor Journal of Queer and Trans Studies in Education Virginia Commonwealth University United States
2023 - ongoing Member Sex Education: Sexuality, Society and Learning Taylor and Francis Australia

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