My research and teaching interests are broadly in the field of equity, social justice and anti-oppressive education, queer and transgender studies in education, critical feminist and gender studies in education and qualitative studies in education. My research has involved a focus on minority underachievement in urban schools, addressing homophobia and transphobia and the inequities faced by LGBTQI youth and teachers in schools, critical policy analysis as it pertains to the understanding equity issues in education contexts, masculinities and schooling, boys’ education, the influence of male teachers, race and gender based role modelling, impact of high stakes testing on minority and disadvantaged students, anti-racist and anti-oppressive education, investigating the perspectives and experiences of minority students and teachers in urban schools, single sex schooling, globalization and equity issues in education, gender, sexuality and bullying in schools. I have a particular interest in transgender equality, critical pedagogies, ant-racist education, narrative inquiry and the relevance of Foucault and critical social theories for educational research.
My most recent SSHRC Insight research study is entitled (2015-2019): Supporting transgender and gender minority youth in schools: Policy and practice ($240,446). [Principal Investigator: Wayne Martino; Collaborators: Wendy Cumming-Potvin, Murdoch University, Western Australia and Liz Meyer, University of Colorado Boulder, United States]. I have also been involved (or am currently involved) as principal or co-investigator in the following externally funded research projects: The influence of male teachers as role models(SSHRC); Beyond the crisis of ‘failing boys’ (SSHRC); Infusing equity and leadership into the curriculum (ETFO); Addressing the educational needs of boys and girls (Australian Government); Productive pedagogies, productive schools and gender reform (Australian Research Council); Online and offline community connections: Digital storytelling and multiliteracies for challenging inequities faced by LGBTI Youth (Cooperative Research Centre, Australia); Accountability and the impact of standardized testing on equity education and the achievement of minority students in Canadian and Australian schools (SSHRC, 2014-2018).
I have supervised graduate students in the following areas: Black students’ achievement in schools; GSAs (Gay Straight Alliances); The public school washroom as heterotopia: Gendered spatiality and subjectification; Critical disability studies with a focus on masculinities and schooling; Critical disability studies with a focus on higher education; Students’ experiences of gender variance in schools; Students experiences of cyberbullying in schools; Trans-Affirmative education policies; Teachers’ understanding of equity and social justice; The experiences of queer international students; The experiences of black international Caribbean students; Rural boys, masculinities and schooling; Female teachers and gendered authority; Queer female teachers; School girl femininities in postfeminist times; Filipino youth in urban schools in Toronto; Restorative justice in Ontario schools.
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
Rodriguez, N., Martino, W., Ingrey, J. & Brockenbrough, E. (in press) Critical Concepts in Queer Studies and Education: An International Guide for the Twenty-First Century. New York: Palgrave.
Lingard, R., Martino, W., Rezai-Rashti, G. & Sellar, S. (2015) Globalizing educational accountabilities.New York: Routledge. http://www.tandf.net/books/details/9781315885131/
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. & Pallotta-Chiarolli, M. (2003) So what's a boy? Addressing issues of masculinity and schooling. Maidenhead: Open University Press
Pearce, J., Gardiner, V., Cumming-Potvin, W. & Martino, W. (2016) Supporting gender and sexual diversity in high schools [electronic resource] : building conversations for LGBTQI human rights in the English classroom. Perth, Western Australia: Murdoch University, Young and Well Cooperative Research Centre. PDF: Supporting gender and sexual diversity in high schools
Martino, W. & Cumming-Potvin, W. (2015) Teaching about 'princess boys' or not: The case of one male elementary school teacher and the polemics of gender expression and embodiment, Journal of Men and Masculinities, 18 (1), pp. 79-99. http://jmm.sagepub.com/content/early/2014/09/24/1097184X14551278
Martino, W. and Ingrey, J. (2015) Masculinities and education. In J. Wong, J. & S. Wester (Eds.), The APA Handbook of the Psychology of Men and Masculinities.
Cumming-Potvin, W. & Martino, W. (2014) Teaching about queer families: Surveillance, censorship and the schooling of sexualities, Teaching Education, 25(3), 309-333.
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.