Previous research: He has conducted major research projects which document the perspectives of principals, teachers, students and parents on gender and pedagogical reform initiatives in schools. You can learn about his work on gender and bullying by going to the following web-site: http://www.bullyingnoway.com.au/talkout/researchers/default.shtml

Current Research: He is currently working on a SSHRC funded research project with Goli Rezai-Rashti on the influence of male elementary school teachers as role models. He is also investigating the perspectives of Muslim students post-September 11 from a feminist, queer and postcolonial theoretical standpoint. He is interested in addressing the significance of this research for reflecting on anti-racist education and policies in schools in the post-September 11 context.

His latest books include:

Martino, W., Kehler, M. & Weaver-Hightower, M. (in press) (Eds) Issues in Boys' Education: Beyond the Backlash (NY: Routledge)

Mills, M., Martino, W. & Lingard, B. (in press) Boys and Schooling: Contexts, Issues and Practices (London & NY: Palgrave)

Other Books include:

Kendall, C. & Martino, W. (Eds.) (2006) Gendered Outcast Sexual Outlaws. New York: Haworth Press.

Martino, W. & Pallotta-Chiarolli, M. (2005) ‘Being normal is the only thing to be’: Boys and Girls’ perspectives on gender and school, Sydney: UNSW Press.

Martino, W. & Pallotta-Chiarolli, M. (2003) So what's a boy? Addressing issues of masculinity and schooling Buckingham: Open University Press.

Martino, W. & Pallotta-Chiarolli, M. (2001) Boys’ Stuff: Boys talk about what really matters, Sydney: Allen and Unwin.

Martino, W. & Meyenn, B. (Eds.) (2001) What About the Boys? Issues of masculinity and schooling, Birmingham: OUP.

Martino, W. & Mellor, B. (2000) Gendered Fictions. Urbana, Illinois: National Council of Teachers of English.

Martino, W. & Cook, C. (Eds.) (1998) Gender and Texts: A Professional Development Package for English Teachers. Adelaide: Australian Association for the Teaching of English.

Martino, W. (1997) From the Margins, Fremantle: Fremantle Arts Centre Press.

Other publications include:

Martino, W. (2007) The Lure of Hegemonic Masculinity: Investigating the dynamics of gender relations in male elementary school teachers’ lives, International Journal of Qualitative Studies in Education.

Martino, W. & Kehler, M. (2007) Gender-Based Literacy Reform: A question of challenging or recuperating gender binaries, Canadian Journal of Education 30 (2): 1-26.

Martino, W. (in press) Male Teachers as Role Models: Addressing issues of masculinity, pedagogy and the re-masculinization of schooling, Curriculum Inquiry.

Kehler, M. & Martino, W. (2007) Questioning masculinity in schools: Boys’ capacities for self-problematization, Canadian Journal of Education 30 (1): 90-112.

Martino, W. (in press) Literacy Issues and GLBTQ Adolescents. In Christenbury, L., Bomer, R. & Smagorinsky, P. (eds), Handbook of Adolescent Literacy Research, Guildford Press.

Charlton, E., Mills, M., Martino, W. & Beckett, L. (2007) Sacrificial Girls: A case study of the impact of streaming and setting on gender reform, British Journal of Educational Research.

Mills, M., Martino, W. & Lingard, B. (2007) Addressing the Educational Needs of boys: Getting it Right! Or ‘Going to the Right’, British Journal of the Sociology of Education.

Martino, W. (2007) Training to be an English Teacher: Negotiating Gendered Subjectivities and the Gendered Curriculum as Inter-Linked Cultural Processes, in C. B. Knights (ed) Masculinities in Text and Teaching, Basingtroke, Hampshire, UK: Palgrave Macmillan.

Martino, W. (2007) Chapter 26, The Right Way to Educate Boys, in Christine Skelton, Becky Francis & Lisa Smulyan (eds) Sage Handbook: Gender and Education (Thousand Oaks: Sage).

Martino, W. & Pallotta-Chiarolli, M. (2007) Gender and Schooling: Adolescent boys’ and girls’ perspectives and experiences, in Thiessen, D. & Cook-Sather, A. (eds) International Handbook of Student Experience in Elementary and Secondary School (Dortrecht: Kluwer)

Martino, W. (in press) The politics and crisis of boys’ literacy: Beyond essentialist mindsets and the boy-friendly curriculum. In Roberta F. Hammett and Kathy Sanford (Eds), Boys and Girls and the Myths of Literacies and Learning, Toronto: Canadian Scholars’ Press] Introduction

Martino, W. & Kehler, M. (2006) Male Teachers and the ‘Boy Problem’: An Issue of Recuperative Masculinity Politics, McGill Journal of Education 41 (2): 1-19.

Martino, W. & Frank, B. (2006) ‘The Tyranny of Surveillance’: Male teachers and the policing of masculinities in a single sex school, Gender and Education 18 (1): 17-33.

Martino, W., Mills, M. & Lingard, B. (2005) Interrogating single-sex classes as a strategy for addressing boys’ educational and social needs, Oxford Review of Education 31 (2): 237-254.

Martino, W., Lingard, B. & Mills, M. (2004) Issues in Boys’ Education: a question of teacher threshold knowledges?, Gender and Education 16 (4): 435-454.

Mills, M., Martino, W. & Lingard, B. (2004) Issues in the male teacher debate: Masculinities, misogyny and homophobia, The British Journal of the Sociology of Education, 25 (3): 355-369.

Martino, W. & Beckett, L. (2004) Schooling the Gendered Body in Health and Physical Education: Interrogating teachers’ perspectives. Sport, Education & Society 9 (2): 239-251.

Martino, W. & Pallottta-Chiarolli, M. (2004) ‘Men are tougher, bigger, and they don’t act real girlie’: Indigenous boys defining and interrogating masculinities’, Balayi.

Martino, W. (2003) Boys, masculinities and schooling: addressing the issues, Australian Journal of Language and Literacy 26 (3), pp 9-27.

Martino, W. (2003) "We just get really fired up": Indigenous Boys, Masculinities and Schooling, Discourse 24 (2): 158-172.

Martino, W. & Berrill, D. (2003) Boys, Schooling and masculinities: interrogating the ‘Right’ way to educate boys, Education Review 55 (2), pp 99-117.

Martino, W. & Meyenn, B. (2002) ‘War, guns and cool, tough things’: Interrogating single-sex classes as a strategy for engaging boys in English, Cambridge Journal of Education, 32 (3), pp. 303-324.