My research and teaching interests include: gender issues and reform in urban education; equity and social justice education; queer, trans and feminist studies in education; critical policy analysis; minority underachievement in urban schools; adolescent boys' and girls' perspectives on gender, curriculum participation and schooling; boys' education; masculinities and schooling; male teachers and male teacher shortage in schools; impact of high stakes testing on minority and disadvantaged students; addressing inequities faced by LGBTQ youth; addressing homophobia and transphobia in schools; critical pedagogies; boys and literacy; bullying and safe schools; anti-racist and anti-oppressive education; investigating the perspectives and experiences of minority students and teachers in urban schools; single sex schooling; boys' under-achievement in schools; qualitative studies in education; narrative inquiry; significance of Foucault and critical social theories for educational research.
He is Editor of the Book Series: Routledge Critical Studies in Gender and Sexuality in Education, and editorial board member for the following international refereed journals:
Discourse: Studies in the Cultural Politics of Education
Gender and Education
International Journal of Inclusive Education
Journal of LGBT Youth
Journal of Men and Masculinities
Lingard, R., Martino, W., Rezai-Rashti, G. & Sellar, S. (forthcoming) Globalizing educational accountabilities: Testing regimes and rescaling governance.New York: Routledge.
Martino, W., & Rezai-Rashti, G. (2012). Gender, race and the politics of role modeling: The influence of male teachers, New York: Routledge.
Lingard, B., Martino, W., & Mills, M. (2009). Boys and schooling: Beyond structural reform. London & NY: Palgrave.
Kendall, C., & Martino, W. (2006). Gendered outcasts and sexual outlaws. New York: Routledge.
Martino, W., & Pallotta-Chiarolli, M. (2005). ‘Being normal is the only way to be’: Adolescent perspectives on gender and school. Sydney, Australia: University of New South Wales Press.
Martino, W. & Cumming-Potvin, W. (2014) Teaching about 'princess boys' or not: The case of one male elementary school teacher and the polemics of gender expression, Journal of Men and Masculinities, on-line: http://jmm.sagepub.com/content/early/2014/09/24/1097184X14551278
Martino, W. and Ingrey, J. (in press) Masculinities and education. In J. Wong, J. & S. Wester (Eds.), The APA Handbook of the Psychology of Men and Masculinities.
Martino, W. & Cumming-Potvin, W. (2014) Teaching about sexual minorities and “princess boys”: A queer and trans-infused approach to investigating LGBTQ themed texts in the elementary school classroom, Discourse: Studies in the Cultural Politics of Education, published on-line, July 22: DOI:10.1080/01596306.2014.940239
Cumming-Potvin, W. & Martino, W. (2014) Teaching about queer families: Surveillance, censorship and the schooling of sexualities, Teaching Education: http://www.tandfonline.com/doi/full/10.1080/10476210.2014.889672#.U0LquFckdTs
Martino, W. (2014) Masculinities, gender non-conformity and the significance of queer and transgender perspectives in education. In Meyer, E. & Carlson, D. (Eds.), Handbook of gender and sexuality in education (pp.9-24), New York: Peter Lang.
Martino, W. (2014) “Love the sinner, hate the sin": The clash of religious and sexual minority rights in Ontario Catholic schools. In G. Walton (Ed.), The gay agenda: Creating space, identity, and justice (pp. 207-222), New York: Peter Lang.
Martino, W. (2013) On a commitment to gender and sexual minority justice: Personal and professional reflections on boys’ education, masculinities and queer politics in the field of education. In C. Skelton and M. Weaver-Hightower (Eds.) Leaders in Gender and Education: Intellectual Self-Portraits, (pp. 163-178), Sense Publishers.
Martino, W. & Rezai-Rashti, G. (2013) ‘Gap talk’ and the global rescaling of educational accountability in Canada, Journal of Education Policy 28 (5), 589-611.
Martino, W. & Rezai-Rashti, G. (2012) Neo-liberal accountability and boys’ underachievement: Steering education policy by numbers in the Ontario context, International Journal of Inclusive Education 16 (4), 423-440.
Martino, W. (2012) Queering masculinities as a basis for gender democratization: Toward embracing a transgender imaginary. In Greig, C. & Martino, W. (Eds.) Canadian men and masculinities: Historical and contemporary perspectives, (pp. 205-236), Toronto: Canadian Scholars’ Press.
Martino, W. & Cumming-Potvin, W. (2011) “They didn’t have out there gay parents – they just looked like normal regular parents”: Investigating teachers’ approaches to addressing same-sex parenting and non-normative sexuality in the elementary school classroom, Curriculum Inquiry 41(4), 480-501.
Martino, W., & Rezai-Rashti, G. (2010). Male teacher shortage: Black teachers’ perspectives, Gender and Education 22 (3), pp. 247-262.
Martino, W. (2009). Literacy issues and GLBTQ Youth: Queer interventions in English education. In L. Christenbury, R. Bomer & P. Smagorinsky (Eds.), Handbook of Adolescent Literacy Research (pp. 386-399). Guildford Press.
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., 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.