About
Shannon K. McManimon is Program Director of the interdisciplinary Ethical Leadership Doctorate in Education and Assistant Dean of the College of Business, Leadership, and Ethics. Her teaching is rooted in relationships and critical pedagogies that connect theory and practice, inviting learners into spaces of curiosity and co-creation. As a researcher, she uses participatory, arts-based, and narrative methods to study equity-focused teaching, learning, and leading. She also serves as Viterbo University’s Director of Graduate Studies. She values the opportunity to work with faculty and students across disciplines at Viterbo. Her previous employment has included the State University of New York at New Paltz, the Science Museum of Minnesota, and several national/international nonprofits. She tends an urban pollinator, herb, and vegetable garden and is an avid knitter.
Professional & Community Engagement
Shannon is a Master Gardener (through the University of Minnesota Extension). She has served on multiple nonprofit boards and led professional development for PK12 and higher education.
Books
Casey, Z. A., & McManimon, S. K. (2020). Building pedagogues: White practicing teachers and the struggle for antiracist work in schools. SUNY Press.
McManimon, S. K., Casey, Z. A., & Berchini, C. (Eds.). (2018). Whiteness at the table: Antiracism, racism, and identity in education. Lexington Books.
Selected Journal Articles and Book Chapters
McManimon, S. K. (In press). Being in our bodies: Practice and healing in online graduate leadership education. Book chapter accepted for Imagining freedom: Leadership as liberatory practice in higher education.
Welsh, J. M., McManimon, S. K., & Monahan, D. M. (In press). Accidentally visible and unmuted: Communication privacy management and adaptive leadership in evolving workplaces. Accepted book chapter for Leadership communication theory and practice: An advanced introduction. Routledge.
McManimon, S. K. (2026). “Inspired by our desire to learn”: Answerability in a mini-museum university assignment. Transformative Dialogues: Teaching and Learning Journal.
Mark, L., & McManimon, S. K. (2024). Transmitting awareness from the body into writing: Bringing the Feldenkrais method into the university classroom. Teaching in Higher Education. https://doi.org/10.1080/13562517.2024.2359706
Chien, H., Gutwill, J. P., Dixon, R., Hammonds, L., Lee, K., Garibay, C., Dancstep, T., & McManimon, S. K. (2024). Outside museum walls: The impact of community facilitators in an outdoor social science exhibition. Visitor Studies. https://doi.org/10.1080/10645578.2024.2310464
McManimon, S. K. (2023). “It’s too boring now”: Restor(y)ing research while rereading resistance with Da’uud. International Journal of Qualitative Studies in Education, 36(8), 1612-1626. https://doi.org/10.1080/09518398.2021.1942293
McManimon, S. K. (2021). Embedded research practices: Practice as process, participatory method, and product in informal learning research. Journal of Museum Education, 46(2), 245-254. https://doi.org/10.1080/10598650.2021.1891757
McManimon, S. K., Causey, L., King, Z., Ronning, E. C., & Bequette, M. (2020). On the need for expanded guidance in navigating ethical learning research at science museums. Journal of Research in Science Teaching, 57(5), 651-671. https://doi.org/10.1002/tea.21613
McManimon, S. K. (2020). Fracturing and re-membering: Exploring educational crisis through performative mapping. International Journal of Education and the Arts, 21, article 24. http://ijea.org/v21n24/index.html.
Lensmire, T. J., McManimon, S. K., Tierney, J. D., Lee-Nichols, M. E., Casey, Z. A., Lensmire, A., & Davis, B. M. (Midwest Critical Whiteness Collective). (2013). McIntosh as synecdoche: How teacher education's focus on white privilege undermines antiracism. Harvard Educational Review, 83(3), 410-431.