Publications: Martino, Wayne
Pearce, J., Gardiner, V., Cumming-Potvin, W. and Martino, W. (2016) Supporting gender and sexual diversity in high schools: Building conversations for LGBTQI human rights in the English classroom. Murdoch University, Murdoch, Western Australia.
Cumming-Potvin, W., Martino, W. and Gardiner, V. (2015) Developing inclusive school communities: From heteronormativity to hope through multiliteracies, queer and trans theory. In: Australian Association for Research in Education (AARE) 2015, 29 November - 3 December 2015, Notre Dame University, Fremantle.
Cumming-Potvin, W., Richardson, I. and Martino, W. (2014) Digital storytelling and multiliteracies: Challenging inequities faced by LGBTI Youth. In: 10th International Conference on Technology, Knowledge and Society, 6 - 7 February 2014, Facultad de Ciencias de la Información Universidad Complutense Madrid, Spain
Cumming-Potvin, W., Martino, W. and Gardiner, V. (2014) Researching gender and sexual diversity in educational communities: Methodological challenges and possibilities. In: Gender and Education Association Biennial Interim Conference Gender and Education in the Asia-Pacific: Possibilities and Provocations, 9 - 11 December 2014, Melbourne Graduate School of Education. Melbourne, Australia.
Martino, W. and Cumming-Potvin, W. (2014) Teaching about 'Princess Boys' or not: The case of one male elementary school teacher and the polemics of gender identity/embodiment. Men and Masculinities, 18 (1). pp. 79-99.
Cumming-Potvin, W. and Martino, W. (2014) Teaching about queer families: Surveillance, censorship, and the schooling of sexualities. Teaching Education, 25 (3). pp. 309-333.
Martino, W. and 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 . In Press.
Martino, W. and Cumming-Potvin, W. (2013) Investigating the pedagogical use of LGBTQ themed texts in the elementary school classroom. In: American Educational Research Association Meeting (AERA) 2013, April 27 - May 1 2013, San Fransisco, CA
Cumming-Potvin, W. and Martino, W. (2011) Teaching about queer families in schools: The fear of parents. In: Outgames Human Rights Conference, 25 - 31 July 2011, Vancouver, BC Canada
Martino, W. and 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). pp. 480-501.
Cumming-Potvin, W. and Martino, W. (2010) Politics, pedagogy and diversity: Towards Non-normative representations. In: Inclusive and Supportive Education Congress (ISEC) 2010, 2 - 5 August 2010, Queen's University Belfast, Northern Ireland
Kendall, C. and Martino, W. (2006) Gendered Outcasts and Sexual Outlaws: Sexual Oppression and Gender Hierarchies in Queer Men's Lives. Harrington Park Press, New York.
Martino, W., Mills, M. and Lingard, B. (2005) Interrogating single‐sex classes as a strategy for addressing boys’ educational and social needs. Oxford Review of Education, 31 (2). pp. 237-254.
Mills*, M., Martino, W. and Lingard, B. (2004) Attracting, recruiting and retaining male teachers: Policy issues in the male teacher debate. British Journal of Sociology of Education, 25 (3). pp. 355-369.
Martino, W., Lingard, B. and Mills, M. (2004) Issues in boys' education: a question of teacher threshold knowledges? Gender and Education, 16 (4). pp. 435-454.
Martino, W. and Beckett, L. (2004) Schooling the gendered body in health and physical education: Interrogating teachers' perspectives. Sport, Education and Society, 9 (2). pp. 239-251.
Martino, W. and Berrill, D. (2003) Boys, Schooling and Masculinities: Interrogating the 'Right' way to educate boys. Educational Review, 55 (2). pp. 99-117.
Martino, W. (2001) Boys and reading: Investigating the impact of masculinities on boys' reading preferences and involvement in literacy. Australian Journal of Language and Literacy, 24 (1). pp. 61-74.