Professor Wayne Martino
Research and Teaching Interests:
My areas of research include gender issues in education; adolescent boys' and girls' perspectives on gender, curriculum participation and school; boys' education; masculinities and schooling; male teachers and male teacher shortage in schools; feminist, queer and critical pedagogies; boys and literacy; bullying and safe schools; anti-racist and anti-oppressive education; addressing homophobia in schools; documenting the perspectives of minority students and teachers in schools; queer, feminist and postcolonial theories in education; gender reform in schools; the impact of single sex schooling; boys' under-achievement in schools; qualitative studies in education.
I have conducted major research projects which document the perspectives of principals, teachers, students and parents on gender and pedagogical reform initiatives in schools. For more information on his research on bullying and harassment, go to: http://www.bullyingnoway.com.au/talkout/profiles/researchers/wayneMartino.shtml
I am currently working on a SSHRC funded research project with Goli Rezai-Rashti on the influence of male elementary school teachers as role models.
Books:
Martino, W. & Reazai-Rashti, G. (forthcoming) Gender, race and the politics of role modeling: The influence of male teachers, New York: Routledge.
Martino, W., Kehler, M. & Weaver-Hightower, M. (2009) (Eds). The Problem with Boys' Education: Beyond the Backlash (New
York: Routledge).
http://www.routledge-ny.com/books/The-Problem-with-Boys-Education-isbn9781560236832
Lingard, B., Martino, W. & Mills, M. (2009).
Boys and Schooling: Beyond Structural Reform (London & New York: Palgrave).
http://www.palgrave.com/Products/title.aspx?PID=278183
Kendall, C. & Martino, W. (Eds.) (2006). Gendered Outcast
Sexual Outlaws. (New York: Haworth Press/Routledge).
http://www.routledge.com/books/Gendered-Outcasts-and-Sexual-Outlaws-isbn9781560235019
Martino, W. & Pallotta-Chiarolli, M. (2005). ‘Being normal is the only thing to be’: Boys and Girls’ perspectives on school, (Sydney, Australia: University of New South Wales Press). http://www.unswpress.com.au/isbn/0868406872.htm
Martino, W. & Pallotta-Chiarolli, M. (2003). So what's a
boy? Addressing issues of masculinity and schooling (Maidenhead, UK: Open
University Press). [Translated into Spanish, 2006, Pero, que es un chico?
Aproximacion a la masculinidad en contextos escolares, Barcelona: Octaedro].
http://www.mcgraw-hill.co.uk/html/0335203817.html
Martino, W. & Mellor, B. (2000) Gendered Fictions.
Urbana, Illinois: National Council of Teachers of English.
http://www.ncte.org/store/books/literature/106237.htm
Martino, W. & Cook, C. (Eds.) (1998) Gender and Texts: A Professional Development Package for English Teachers. Adelaide: Australian Association for the Teaching of English.
Other Publications:
Martino, W. & Rezai-Rashti, G. (in press) Male teacher shortage: Black teachers’ perspectives, Gender and Education.
Rezai-Rashti, G. & Martino, W. (in press) Black male teachers as role models: Resisting the homogenizing impulse of gender and racial affiliation, American Educational Research Journal.
Martino, W. (in press, 2009). Male teachers and queer masculinities in education. In Rodriquez, N. & Pinar, B. (Eds.), Queer Masculinities: A critical reader in Education.
Martino, W. & Rezai-Rashti, G. (2008). The politics of veiling, gender and the Muslim subject: On the limits and possibilities of anti-racist education in the aftermath of September 11, Discourse 29 (3): 417-431.
Martino, W. (2008). Male Teachers as Role Models: Addressing issues of masculinity, pedagogy and the re-masculinization of schooling, Curriculum Inquiry 38 (2), 189-223.
Martino, W. (2009). Literacy Issues and GLBTQ Youth: Queer Interventions in English Education. In Christenbury, L., Bomer, R. & Smagorinsky, P. (Eds), Handbook of Adolescent Literacy Research, Guildford Press (pp. 386-399).
Martino, W. (2008). Gendered and Queer Bodies in the Academy: Pedagogical Considerations, in S. Acker, K. Mayuzumi & A. Wagner (Eds) The Academy as a Contested Site, Toronto: Sumach Press.
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.
Kehler, M. & Martino, W. (2007). Questioning masculinity in schools: Boys' capacities for self-problematization, Canadian Journal of Education 30 (1): 90-112.
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, 33(4), 459-478.
Mills, M., Martino, W., Lingard, B. (2007). Getting boys’ education ‘right’: the Australian Government’s Parliamentary Inquiry Report as an exemplary instance of recuperative masculinity politics, British Journal of Sociology of Education 28 (1), 5-21.
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. & 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.
Martino, W. (2000). Policing Masculinities: Investigating the role of homophobia and heteronormativity in the lives of adolescent boys at school, The Journal of Men’s Studies 8(2), 213- 236.
Martino, W. (1999). ‘Cool boys’, ‘party animals’, ‘squids’ and ‘poofters’: Interrogating the dynamics and politics of adolescent masculinities in school, The British Journal of the Sociology of Education 20 (2), 239-263.
Martino, W. (1998). ‘Dickheads’, ‘poofs’, ‘try-hards’ and ‘losers: Critical literacy for boys in the English classroom, English in Aotearoa (New Zealand Journal for Teachers of English) 35: 31-57.
Martino, W. (1997). ‘A bunch of arsholes’: Exploring the politics of masculinity for adolescent boys in schools. Social Alternatives 16(3), 39-43.
