Book Series by Wayne Martino
scholarly work over a wide range of educational topics, contexts and locations within gender and ... more scholarly work over a wide range of educational topics, contexts and locations within gender and sexuality in education. The series welcomes theoretically informed scholarship including critical, feminist, queer, trans, postcolonial, and intersectional perspectives, and encourages creative and innovative methodological approaches. Proposals dealing with critical policy analysis, as it relates to gender and sexuality studies in education, are also invited. The series is committed to publishing scholarly monographs, both sole and coauthored, and edited collections.
Papers by Wayne Martino
Pedagogy, Culture and Society, Apr 13, 2021
ABSTRACT In this paper, we reflect on the ethico-political and epistemological implications of a ... more ABSTRACT In this paper, we reflect on the ethico-political and epistemological implications of a critical trans pedagogy that takes as its focus the generative stance of refusal. Our purpose is to identify and explain the significance of key axiomatic principles at the heart of our conception of such a pedagogical endeavour, which entails an interrogative stance vis-à-vis cisgenderism, antinormativity and trans necropolitics. These principles define a governing logics and rationality for enacting a trans pedagogy of refusal in its potential to create curricular spaces of recognition and intelligibility in educational institutions that are committed to addressing the erasure of trans and non-binary people. They also illuminate a necessary pedagogical commitment to centring desubjugated and submerged knowledges of transness and the blackness of transness that defy the limits of antinormativity and necropolitics.
Teachers College Record: The Voice of Scholarship in Education
Background/Context: In Ontario, and Canada more broadly, anti-discrimination on the basis of gend... more Background/Context: In Ontario, and Canada more broadly, anti-discrimination on the basis of gender identity and gender expression is enshrined in the Ontario Human Rights Code and the Canadian Charter of Rights and Freedoms, which have required schools to address trans inclusion. However, the ways in which educators understand or enact these policies, and whether they are even aware of them, remain largely underexplored. Purpose/Research Question/Focus of Study: Our purpose was to learn more about educators’ awareness and understanding of trans-inclusive policies in schools and the extent to which such policies were informing practice. Participants: While this research is based on survey data comprising 1,194 respondents, this article examines comments provided about trans-affirmative policy from 463 educators. Research Design: This study involves large-scale survey research conducted on 1,194 educators in Ontario K–12 schools; the survey was disseminated via social media and educa...
Gender and Education, Jun 18, 2018
In this paper, our purpose is to investigate policy informing texts and discourses referencing tr... more In this paper, our purpose is to investigate policy informing texts and discourses referencing transgender equality and gender diversity in the Western Australian education system. Drawing on scholarship from transgender, queer and policy studies (Bacchi
Gender, Race, and the Politics of Role Modelling, 2012
Jahrbuch Frauen- und Geschlechterforschung in der Erziehungswissenschaft: Männlichkeiten. Geschlechterkonstruktionen in pädagogischen Institutionen, 2014
This paper focuses on teaching boys, male teachers and the question of gendered pedagogies in neo... more This paper focuses on teaching boys, male teachers and the question of gendered pedagogies in neoliberal and postfeminist times of the proliferation of new forms of capitalism, multi-mediated technologies and the influence of globalization. It illustrates how a politics of re-masculinization and its reconstitution needs to be understood as set against changing economic and social conditions in which gender equity comes to be re-focused on boys as the ‚new disadvantaged'. This re-framing of gender equity, it is argued, has been fuelled by both a media-inspired backlash discourse about ‚failing boys' and a neo-positivist emphasis on numbers derived primarily from standardized testing regimes at both global and national levels. A media-focused analysis of the proliferation of discourses about ‚failing boys' visa -vis the problem of encroaching feminization in the school system is provided to illuminate how certain truths about the influence of male teachers come to define how the terms of ensuring gender equity are delimited and reduced to a question of gendered pedagogies as grounded in sexed bodies. Historical accounts of the feminization of teaching in the North American context are also provided as a basis for building a more informed understanding of the present, particularly as it relates to the contextualization of policy articulation and enactment regarding the problem of teaching boys. In light of such historically informed and critical media analysis, it is argued that what is needed is a more informed, evidenced based policy articulation of the problem of teaching boys and a more gender sensitive reflection on the politics of masculinities in postfeminist times.
Although the status of human rights with respect to diversity in gender and sexuality has improve... more Although the status of human rights with respect to diversity in gender and sexuality has improved over the past two decades, discrimination against LGBTQI individuals in Australia remains unacceptable in terms of social attitudes, policies and practices (Australian Human Rights Commission, 2015). Young LGBTQI people, in particular, face discrimination in many aspects of their daily lives. Educational experiences can be especially negative, with schools identified as sites where students are often at risk of bullying, harassment and other forms of violence in relation to their diverse or perceived diverse genders or sexualities (Greytak, Kosciw & Diaz, 2009; Hillier, Jones, Monagle, Overton, Gahan, Blackman & Mitchell, 2010; Kosciw, Greytak, Boesen, Bartkiewicz & Palmer, 2011; Robinson, Bansel, Denson, Ovendon & Davies; Taylor et al., 2014). When LGBTQI identifying young people or those from LGBTQI families feel unsafe in schools or unrepresented by the curriculum, the Australian ed...
Research in The Teaching of English, 1999
Discourse/Narrative Analysis/Cultural Difference ALMEIDA, E. P. (2004). A discourse analysis of s... more Discourse/Narrative Analysis/Cultural Difference ALMEIDA, E. P. (2004). A discourse analysis of student perceptions of their communication competence. Communication Education, 53, 357-364. Analyzes discourse regarding university students’ perceptions of their communication competence. Finds that three conceptions prevail: communication competence as quality of performance, as varying from purely physical to purely intellectual, and as a form of sociality. Argues that discourse analysis can be useful to studies of communication competence.
Research in The Teaching of English, 2000
Teachers College Record: The Voice of Scholarship in Education
Context/Background:This article provides an introduction to the special issue. It includes an ove... more Context/Background:This article provides an introduction to the special issue. It includes an overview of a collection of articles from scholars across the globe who are committed to deepening an understanding of the experiences of trans students and gender-expansive education in schools. The special issue grew out of concerns about the need to investigate a trans studies–informed approach to addressing trans marginalization that attends to questions of both gender and racial justice in K-12 schools—an approach that is much needed in the field. The special issue also emerges, and needs to be contextualized, in response to the current conditions of resurgent far-right extremism, with its accompanying anti-trans and white supremacist rhetoric.Purpose:The purpose of this article is to provide both an introduction to the special issue and a rationale for its conception. It serves as an orientation to reading of the special issue as a whole, functioning as a synthesizing introduction: a ...
Canadian Journal of Education / Revue canadienne de l'éducation, 2000
Semi-structured interviews with adolescent boys attending a Catholic coeducational high school in... more Semi-structured interviews with adolescent boys attending a Catholic coeducational high school in Perth, Western Australia, were analyzed using a Foucauldian approach to establish how these boys relate to one another and respond to their experiences of schooling. Their rejection of academic achievement and their peer group relations are tied to acting out problematic forms of "cool" masculinity. The ability of some boys to identify the social dynamics and the consequences of their behaviour for themselves and others suggests entry points and thresholds for school programs in masculinity education. Des entrevues semi-dirigées auprès d'adolescents fréquentant une école secondaire mixte catholique à Perth, Westerm Australia, ont été analysées à l'aide d'une approche foucauldienne afin de déterminer le type de relations qu'entretiennent ces garçons entre eux et leurs réactions aux expériences scolaires. Leur rejet de la réussite scolaire et leurs relations avec leurs pairs sont reliés à des comportements problématiques de masculinité jugés « chics ». La capacité de certains garçons d'identifier la dynamique sociale et les conséquences de leur comportement sur euxmêmes et autrui permet d'envisager des points d'entrée pour des programmes scolaires portant sur la masculinité. Research with a group of adolescent boys in a Catholic coeducational high school in Perth, Western Australia, shows how boys fashion particular versions of masculinity for themselves through specific social practices such as "mucking around" in class, "giving crap," and acting "cool." Cool masculinity in these boys' lives at school is significant and requires comment. The cool pose has been discussed in the context of African American Black hypermasculinity (see Majors, 1989), but its appropriation and implications for the self-fashioning practices of White middle-class youth have not been equally explored. In fact, Epstein (1998) argues that further research is required to explore the role various masculinities play in how boys negotiate their schooling and the effect on their educational attainment: This research would fall into a number of areas, but would need, in the first instance, to focus on understanding how different versions of masculinity are put in
Teachers College Record: The Voice of Scholarship in Education
Background/Context: Trans studies provides onto-epistemological, theoretical, ethical, and politi... more Background/Context: Trans studies provides onto-epistemological, theoretical, ethical, and political frameworks that have a particular application for studies in education, and specifically for educators in schools, that remains largely unexplored or unelaborated. Within a context of resurgent right-wing extremism that fuels anti-trans and white supremacist rhetoric, trans studies provides analytic tools for deepening an understanding of gender expansive education and addressing gender and racial justice in schools. Purpose/Focus of Study: The purpose of this article is to illuminate the utility of trans-informed frameworks and the hermeneutic resources they provide in their potential to enhance and deepen an understanding of the pedagogical interventions in the classroom that are needed to educate about trans marginalization and racial justice. The focus is on the application of these frameworks, both with respect to fostering professional learning for educators in schools, and for...
Globalisation, Societies and Education, 2016
ABSTRACT In this paper, we draw attention to the impact of neoliberal globalisation in rearticula... more ABSTRACT In this paper, we draw attention to the impact of neoliberal globalisation in rearticulating conceptions of equity within the Ontario context. The Ontario education system has been hailed for its top performance on Programme for International Student Assessment (PISA) as a high-equity/high-quality education system and created ‘PISA envy’ in the international context. Our aim in this paper is to provide some critical analysis of the neoliberal rationality and to examine its manifestations for rearticulating conceptions of social justice. Drawing on equity education policies in Ontario and one in-depth interview with an equity practitioner in one of Ontario’s large and most diverse school boards, this paper illustrates how a redefinition of equity has been made possible through neoliberal systems of accountability and performativity involving measurement and facticity. As a result of these strategies, equity policy in education has been concerned with outcome measurement and boys’ underachievement, while racial and class inequalities have become invisible. While this paper is focused on Ontario equity policy, we believe that it serves much broader interest given the current context of global education policy field.
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Book Series by Wayne Martino
Papers by Wayne Martino
at six Australian schools that were attended almost exclusively by Anglo students—2
urban government schools, 1 rural government school, 1 Catholic co-ed school, and 2
single-sex schools, one for boys and one for girls. Students were “asked to write about
what life at school as a boy or as a girl was like, to highlight what they enjoyed about
school, and to describe any problems they experienced” (p. 14). The authors utilize
feminist and cultural studies frames to thematically analyze the students’ perspectives,
which they present in eight chapters (“Boys and School”; “Girls and School”; “Being
A Boy”; “Being A Girl”; “Boys Harassing Girls in School”; “‘Bully Boys’ and Bitch
Barbies’”; “Developing Student Welfare Policies”; “Conclusion”)