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Cumming-Potvin, Wendy; Martino, Wayne – Gender and Education, 2018
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, we highlight the interplay of progressive and conservative forces affecting the Western Australian…
Descriptors: Foreign Countries, Educational Policy, Sexual Identity, Equal Education
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Martino, Wayne; Rezai-Rashti, Goli M. – Gender and Education, 2010
In this paper the authors draw on the perspectives of black teachers to provide a more nuanced analysis of male teacher shortage. Interviews with two Caribbean teachers in Toronto, Canada, are employed to illuminate the limits of an explanatory framework that foregrounds the singularity of gender as a basis for advocating male teachers as role…
Descriptors: Role Models, Teacher Shortage, Foreign Countries, Educational Policy
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Martino, Wayne; Frank, Blye – Gender and Education, 2006
This paper draws on research into male teachers in one single sex high school in the Australian context to highlight how issues of masculinity impact on their pedagogical practices and relationships with boys. The study is situated within the broader international field of research on male teachers, masculinities and schooling in Australia, the UK…
Descriptors: Foreign Countries, Teaching Methods, Role Models, Masculinity
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Martino, Wayne; Lingard, Bob; Mills, Martin – Gender and Education, 2004
This paper explores the effects of specific teacher threshold knowledges about boys and gender on the implementation of a so-called 'boy friendly' curriculum at one junior secondary high school in Australia. Through semi-structured interviews with selected staff at the school, it examines the normalizing assumptions and 'truth claims' about boys,…
Descriptors: Foreign Countries, Secondary Education, Teacher Characteristics, Curriculum Development
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Martino, Wayne – Gender and Education, 1995
Addresses the problems associated with constructing masculinity as a monolithic category, and offers a particular pedagogical approach designed to open up the examination, legitimation, and valorization of alternative subject positions for high school boys in the English classroom. The author also translates feminist poststructural theoretical…
Descriptors: English Instruction, Feminism, Foreign Countries, Gender Issues