Wayne Martino – författare

"Secondary school teachers, principals and school counsellors would be the primary audience for this book, although youth workers and other workers with adolescent males should also find the boys'' perceptions of school and adolescent culture of great interest and considerable use." -Youth Studies Australia

This book focuses on the impact and effects of masculinities on the lives of boys at school. Through interviews with boys from diverse backgrounds, the authors explore the various ways in which boys define and negotiate their masculinities at school. The following questions and issues are addressed:

This book addresses an emerging and vital field of scholarship, which deals with transgender- and gender-expansive-informed education, policy, and practice.

The collection provides a framework for thinking about the relevance of Transgender Studies for the field of education and specifically for K-12 schooling contexts. It argues for the need to engage transgender-informed epistemologies and provides insight into trans-affirmative education research, policy contexts, and practices with the view to generating knowledge about how the experiences of transgender and non-binary youth, gender non-conformity, and gender-creative expression are being addressed in the education system. Topics addressed range from trans-informed policy analysis and enactment across various contexts to addressing central concerns and polemics related to the policing and regulation of students’ gender identities and expression, with respect to washroom space in schools and the use of gender-neutral pronouns. The book is timely and pertinent, especially given that transphobia and addressing gender justice in the education system have been identified as significant human rights issues which require urgent intervention.

Overall, this collection points to both the productive potentialities of this emerging body of research, and the limitations and challenges that need to continue to be addressed in the realization of a commitment to enacting a critical trans politics in education. This book was originally published as a special issue of Gender and Education.

This book addresses an emerging and vital field of scholarship, which deals with transgender- and gender-expansive-informed education, policy, and practice.

The collection provides a framework for thinking about the relevance of Transgender Studies for the field of education and specifically for K-12 schooling contexts. It argues for the need to engage transgender-informed epistemologies and provides insight into trans-affirmative education research, policy contexts, and practices with the view to generating knowledge about how the experiences of transgender and non-binary youth, gender non-conformity, and gender-creative expression are being addressed in the education system. Topics addressed range from trans-informed policy analysis and enactment across various contexts to addressing central concerns and polemics related to the policing and regulation of students’ gender identities and expression, with respect to washroom space in schools and the use of gender-neutral pronouns. The book is timely and pertinent, especially given that transphobia and addressing gender justice in the education system have been identified as significant human rights issues which require urgent intervention.

Overall, this collection points to both the productive potentialities of this emerging body of research, and the limitations and challenges that need to continue to be addressed in the realization of a commitment to enacting a critical trans politics in education. This book was originally published as a special issue of Gender and Education.

Globalizing Educational Accountabilities analyzes the influence that international and national testing and accountability regimes have on educational policy reform efforts in schooling systems around the world. Tracing the evolution of those regimes, with an emphasis on the OECD’s PISA, it reveals the multiple effects of policy as numbers in countries with different types of government and different education systems. From the effect of Shanghai’s PISA success on nations trying to compete economically to the perverse effects of linking funding to performance targets in Australia, the analysis links testing and accountability to new modes of network governance, new spatialities, and the significance of data infrastructures. This highly illustrative text offers scholars and policy makers a critical policy sociology framework for doing education policy analysis today.

Globalizing Educational Accountabilities analyzes the influence that international and national testing and accountability regimes have on educational policy reform efforts in schooling systems around the world. Tracing the evolution of those regimes, with an emphasis on the OECD’s PISA, it reveals the multiple effects of policy as numbers in countries with different types of government and different education systems. From the effect of Shanghai’s PISA success on nations trying to compete economically to the perverse effects of linking funding to performance targets in Australia, the analysis links testing and accountability to new modes of network governance, new spatialities, and the significance of data infrastructures. This highly illustrative text offers scholars and policy makers a critical policy sociology framework for doing education policy analysis today.

This book offers an illuminating analysis of the theories, politics, and realities of boys’ education around the world -- an insightful and often disturbing account of various educational systems’ successes and failings in fostering intellectual and social growth in male students. Examining original research on the impact of implementing boys’ education programs in schools, the book also discusses the role of male teachers in educating boys, strategies for aiding marginalized boys in the classroom, and the possibilities for gender reform in schools that begins at the level of pedagogy.

Complete with case studies of various classrooms, school districts, and governmental policy programs, the detailed essays collected provide a look into education’s role in the development of masculinities, paying special attention to the ways in which these masculinities intersect with race, class, and sexuality to complicate the experience of boys within and outside of a classroom setting.

This book offers an illuminating analysis of the theories, politics, and realities of boys’ education around the world -- an insightful and often disturbing account of various educational systems’ successes and failings in fostering intellectual and social growth in male students. Examining original research on the impact of implementing boys’ education programs in schools, the book also discusses the role of male teachers in educating boys, strategies for aiding marginalized boys in the classroom, and the possibilities for gender reform in schools that begins at the level of pedagogy.

Complete with case studies of various classrooms, school districts, and governmental policy programs, the detailed essays collected provide a look into education’s role in the development of masculinities, paying special attention to the ways in which these masculinities intersect with race, class, and sexuality to complicate the experience of boys within and outside of a classroom setting.

A candid re-examination of what it means to be a gay manGendered Outcasts and Sexual Outlaws: Sexual Oppression and Gender Hierarchies in Queer Men’s Lives explores the impact and effects of sexual oppression and power relationships within the gay male community. This controversial book features thoughtful and provocative essays from authors, educators, and activists who challenge the stigmatization and issues of power they face as gay men who don’t fit the masculine mold formed by the gay porn industry and the media. Their poignant words reveal the sting of finding discrimination and alienation where least expected as the rise of sexualized hyper-masculinity, racism, and femiphobia among gay men has created a need to re-examine appropriate gay male identity and sexuality.Editors Christopher Kendall and Wayne Martino, who have written about and researched the negative side of gay male pornography, the links between sexism and homophobia, gay male suicide, and the impact of masculinity and sexuality on gay men, divide the book’s powerful essays into two sections: The Dynamics of Sex/Gender Oppression and When Gender Harms and Oppression Becomes the Norm. The first section challenges the assumptions that form the basis of gay male identity. Relying on the work of radical feminists and cultural theorists, the authors explore the meaning of gender in a society that expects men to act according to a masculine idealand punishes them when they don’t. The book’s second section analyzes the reality of gender oppression caused by inequality and sexualized gender hierarchies. Contributors discuss what can happen when gay men take seriously the sexual role models that are offered and what happens if they dare to reject them.Gendered Outcasts and Sexual Outlaws examines:

Gendered Outcasts and Sexual Outlaws is an eye-opening re-evaluation of what being gay means, why being gay is still considered socially unacceptable, and how the gay male community can respond to systemic stigmatization and hate.

A candid re-examination of what it means to be a gay manGendered Outcasts and Sexual Outlaws: Sexual Oppression and Gender Hierarchies in Queer Men’s Lives explores the impact and effects of sexual oppression and power relationships within the gay male community. This controversial book features thoughtful and provocative essays from authors, educators, and activists who challenge the stigmatization and issues of power they face as gay men who don’t fit the masculine mold formed by the gay porn industry and the media. Their poignant words reveal the sting of finding discrimination and alienation where least expected as the rise of sexualized hyper-masculinity, racism, and femiphobia among gay men has created a need to re-examine appropriate gay male identity and sexuality.Editors Christopher Kendall and Wayne Martino, who have written about and researched the negative side of gay male pornography, the links between sexism and homophobia, gay male suicide, and the impact of masculinity and sexuality on gay men, divide the book’s powerful essays into two sections: The Dynamics of Sex/Gender Oppression and When Gender Harms and Oppression Becomes the Norm. The first section challenges the assumptions that form the basis of gay male identity. Relying on the work of radical feminists and cultural theorists, the authors explore the meaning of gender in a society that expects men to act according to a masculine idealand punishes them when they don’t. The book’s second section analyzes the reality of gender oppression caused by inequality and sexualized gender hierarchies. Contributors discuss what can happen when gay men take seriously the sexual role models that are offered and what happens if they dare to reject them.Gendered Outcasts and Sexual Outlaws examines:

Gendered Outcasts and Sexual Outlaws is an eye-opening re-evaluation of what being gay means, why being gay is still considered socially unacceptable, and how the gay male community can respond to systemic stigmatization and hate.

This book provides an illuminating account of teachers’ own reflections on their experiences of teaching in urban schools. It was conceived as a direct response to policy-related and media-generated concerns about male teacher shortage and offers a critique of the call for more male role models in elementary schools to address important issues regarding gender, race and the politics of representation. By including the perspectives of minority teachers and students, and by drawing on feminist, queer and anti-racist frameworks, this book rejects the familiar tendency to resort to role modelling as a basis for explaining or addressing boys’ disaffection with schooling. Indeed, the authors argue, on the basis of their research in urban schools in Canada and Australia, that educational policy concerned with male teacher shortage and the plight of disadvantaged minority boys would benefit from engaging with analytic perspectives and empirical literature that takes readers beyond hegemonic discourses of role modelling. A compelling case is presented for the need to disarticulate discourses about role modelling from a politics of representation that is committed to addressing the reality of the impact of racial and structural inequalities on both minority teachers and students’ participation in the education system. The book also provides insight into the persistence of gender inequality as it relates to the status of elementary school teaching as women’s work.

This book provides an illuminating account of teachers’ own reflections on their experiences of teaching in urban schools. It was conceived as a direct response to policy-related and media-generated concerns about male teacher shortage and offers a critique of the call for more male role models in elementary schools to address important issues regarding gender, race and the politics of representation. By including the perspectives of minority teachers and students, and by drawing on feminist, queer and anti-racist frameworks, this book rejects the familiar tendency to resort to role modelling as a basis for explaining or addressing boys’ disaffection with schooling. Indeed, the authors argue, on the basis of their research in urban schools in Canada and Australia, that educational policy concerned with male teacher shortage and the plight of disadvantaged minority boys would benefit from engaging with analytic perspectives and empirical literature that takes readers beyond hegemonic discourses of role modelling. A compelling case is presented for the need to disarticulate discourses about role modelling from a politics of representation that is committed to addressing the reality of the impact of racial and structural inequalities on both minority teachers and students’ participation in the education system. The book also provides insight into the persistence of gender inequality as it relates to the status of elementary school teaching as women’s work.

Around the globe, various kinds of testing, including high stakes national census testing, have become meta-policies, steering educational systems in particular directions, and having great effects on schools and on teacher practices, as well as upon student learning and curricula. There has also been a complementary global aspect to this with the OECD’s PISA and IEA’s TIMSS and PIRLS, which have had impacts on national education systems and their policy frameworks.

While there has been a globalized educational policy discourse that suggests that high stakes standardised testing will drive up standards and enhance the quality of a nation’s human capital and thus their international economic competitiveness, this discourse still manifests itself in specific, vernacular, path dependent ways in different nations.

High stakes testing and its effects can also be seen as part of the phenomenon of the ‘datafication’ of the world and ‘policy as numbers’, linked to other reforms of the state, including new public management, network governance, and top-down and test-based modes of accountability. This edited collection provides theoretically and empirically informed analyses of these developments. This book was originally published as a special issue of the Journal of Education Policy.

Around the globe, various kinds of testing, including high stakes national census testing, have become meta-policies, steering educational systems in particular directions, and having great effects on schools and on teacher practices, as well as upon student learning and curricula. There has also been a complementary global aspect to this with the OECD’s PISA and IEA’s TIMSS and PIRLS, which have had impacts on national education systems and their policy frameworks.

While there has been a globalized educational policy discourse that suggests that high stakes standardised testing will drive up standards and enhance the quality of a nation’s human capital and thus their international economic competitiveness, this discourse still manifests itself in specific, vernacular, path dependent ways in different nations.

High stakes testing and its effects can also be seen as part of the phenomenon of the ‘datafication’ of the world and ‘policy as numbers’, linked to other reforms of the state, including new public management, network governance, and top-down and test-based modes of accountability. This edited collection provides theoretically and empirically informed analyses of these developments. This book was originally published as a special issue of the Journal of Education Policy.