Wendy Cumming-Potvin  from Murdoch University in Perth Australia.
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08 9360 2192 (+ 61 international)

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W.Cumming-Potvin@murdoch.edu.au

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    Dr Wendy Cumming-Potvin
    PhD, MA, ProfTeachCert, BA

    Associate Professor

    About me

    Focussing on scaffolding, multliteracies and social justice, I adopt a socio-cultural approach to research and teaching.  I have a strong interest for examining technology-infused teaching and learning in communities. With dual Australian/Canadian citizenship, I have taught and conducted research in Australia and overseas, in both urban and remote settings.

    Teaching area

    I currently teach and coordinate units in the Masters of Teaching, Masters by Research, Masters by Course Work, PhD and Educational Doctorate programs (EDU 610 Introduction to Research for Educators; EDN 563 Language and Literacy and EDN 612 Diversity and Inclusion). In the past, I have taught and coordinated in Primary Curriculum English, Schools and Society, Advanced Qualitative Methods. My teaching roles have also included mentoring pre-service teachers and supervising professional placements in primary and secondary schools.

    Research areas

    My current interests are evolving literacies, technologies, social justice, gender and diversity. I am particularly curious about understanding the sociocultural aspects of school communities, including multicultural populations and how communities manage and embrace change. I am also fascinated with the teaching and learning of adults, such as pre-service teachers, as they develop professional and personal identities through collaborative processes, such as mentoring. As an educator specialized in the area of literacies, I am keen to develop innovative models for integrating theory and practice across on-campus and school settings. As a reflective practitioner, I am committed to innovating through experimentation with on-line and mixed modes of delivery and communication.

    Current projects

    Granted April 2015 Social Science and Humanities Research Committee (Approx $300 000 CD) (SSHRC/ CRSH equivalent of ARC in Canada) Supporting transgender and gender diverse youth in the school system: From policy to practice Martino. W. (University of Western Ontario) Cumming-Potvin, W. (Murdoch University) & Meyer, E. (formerly at Cal Poly, California/ currently at University of Colorado, USA)

    Granted Aug. 2012: Young and Well Co-operative Research Centre (Australian Commonwealth Gov’t, a consortium of Universities and over 80 partnerships).Approximately $125 K Young and Well/Connected and Creative/Technologies for Supportive Communities (www.yawcrc.org.au/research)
    Research team for Multiliteracies/LGBT project : Assoc Prof Wendy Cumming-Potvin (lead and key researcher); (MU) Co-researcher; Professor Wayne Martino (UWO, Canada): Research Fellow: Dr Jane Pearce, Research Assistant: Veronica Gardiner, Project Manager: Dr Jenny Robinson (RMIT)

    Granted Oct 2011: Echo 360 Investigating student study behaviours in blended-learning environments to enhance retention. Dr D. Maor, Assoc. Prof. Rob Phillips, Dr W. Cumming-Potvin, Prof. J. Herrington (Murdoch University ), Mr. G. Preston (University of Newcastle).

    Granted March 2010: Australian Learning and Teaching Council (Office of Learning and Teaching) approx. $200,000.00 over 2 1/2 years. Engineering Education for Social and Environmental Justice. Winthrop Professor/Chair C. Baillie (UWA), Ms Dani Barrington, Dr Ethan Blue (UWA); Dr Wendy Cumming-Potvin, Dr Gregory Crebbin (MU), Mr. John Currie (University of Sydney), Assoc. Profs. Stephen Dobbs & Prof. Michael Michael Levine (UWA); Mr Daniel Loden, Engineers without Borders; Winthrop Professor & Dean of Indigenous Studies Jill Milroy; Assoc. Prof. Dean Nieusma Rensselaer Polytechnic Institute, New York, Winthrop Prof. Carolyn Oldham, Dr Rita Armstrong & Ms Jill Howieson (UWA)

    Granted July & Aug. 2009 Echo 360 $10,000 (USD) An investigation of study behaviours in learning environments supported by Echo 360 lecture recording tools. Assoc. Prof. R. Phillips, Mr Greg Preston, University of Newcastle, Assoc. Prof. M. Gosper, Macquarie University,Drs Wendy Cumming-Potvin and Dorit Maor and Prof. Jan Herrington (MU)

    Awards and grants

    *Visiting Professorship (McGill University, IGSF), Montreal, Canada.
    *Vice-Chancellor’s Award of Excellence in Teaching, Murdoch University

    *Australian Postgraduate Award/The University of Queensland/Commonwealth Government. PhD scholarship

    *Canadian French Language Bursary/ The University of British Columbia/ Canada Undergraduate Bursary

    The John Henderson Year 12 Award of Excellence/ John Oliver High School, Vancouver, British Columbia, Canada

    Grants Received

    * Granted 2015 Social Science and Humanities Research Committee (Approx $300 000 CD over four years) (SSHRC/ CRSH equivalent of ARC in Canada) Supporting transgender and gender diverse youth in the school system: From policy to practice Martino. W. (University of Western Ontario) Cumming-Potvin, W. (Murdoch University), Meyer, E. (formerly at Cal Poly, California/ currently at University of Colorado, USA)

    • Granted 2012: Co-operative Research Centre (Young and Well) Funds received : Approx. $125,000.00 over approx. 4 years.‘Technologies for Socially Inclusive Communities (Project 3, within Program 2: Connected and Creative): Coordinator: Dr Jenny Robinson (Lecturer, Media and Communication, RMIT). Specific project: Online and Offline Community Connections: Digital Storytelling and Multiliteracies for Challenging Inequities faced by LGBT youth ( Research team: Dr Wendy Cumming-Potvin (lead and key researcher, MU); Professor Wayne Martino (UWO, Canada), Dr Jane Pearce Research Fellow, Veronica Gardiner, Research Assistant & Dr Care Bartholomaeus Research Fellow

    • Granted 2011 ECHO 360 industry-funded: Investigating student study behaviours in blended-learning environments to enhance retention Dr. D. Maor, Assoc. Prof R. Phillips, Dr W. Cumming-Potvin, Prof. J. Herrington (Murdoch University) & G. Preston (University of Newcastle). Funds received: $10,000.00 USD.

    • Granted 2010: local, state, interstate and international collaboration: Australian Teaching and Learning Council grant (OLT):
    Funds received: approx. $200,000 over approx. 2 years. Engineering Education for Social and Environmental Justice. Research Team, Lead Researcher: Professor Caroline Baillie (Chair Engineering Teaching), The University of Western Australia; Ms. Dani Barrington, UWA; Dr Ethan Blue, UWA; ; Dr Wendy Cumming-Potvin, Dr Gregory Crebbin, Murdoch University; Mr. John Currie, the Australian Centre for Innovation, University of Sydney; Assoc. Prof. Stephen Dobbs, UWA; Assoc. Prof. Andrea Gaynor, UWA; Winthrop Professor Michael Levine, UWA; Mr Daniel Loden, Engineers without Borders; Winthrop Professor and Dean of Indigenous Studies Jill Milroy, UWA; Dr Dean Nieusma Rensselaer Polytechnic Institute, Troy, New York, USA; Professor Carolyn Oldham, UWA ; Dr Rita Armstrong, UWA; Ms Jill Howieson, UWA

    • Granted 2009: local and interstate collaboration: Funds received $10,000 US dollars, Echo 360 industry (plus Seed funding Grant allocated by DVC Research, Murdoch University) An Investigation of Study Behaviours in Learning Environments supported by Echo 360 Lecture Recording Tools. Research Team, Assoc. Professor Rob Phillips, Assoc Professor Maree Gosper, Macquarie University ; Mr Greg Preston, University of Newcastle, Dr Wendy Cumming-Potvin, Murdoch University, Dr Dorit Maor, Murdoch University & Prof. Janice Herrington, Murdoch University Engaging today’s students through well-designed, technology-rich learning environments: What works?

    * granted end of Dec. 2005 for one year: Chief Investigator Cumming-Potvin, W. Murdoch Research Excellence Grant, Murdoch University. Title of research project: Building a ‘reading circle’ community: Partnerships, pedagogy and technology (funds received: $10 740.00)

    *granted in 2004. National Research team, headed by: Professor Peter Cuttance, Research Director, Centre for Applied Educational University of Melbourne Boys Education Lighthouse Project (funds received at University of Melbourne:
    $6,5 M) Australian Government, Department of Education, Science and Training. WA research team: (funds received: $18 462) Dr. Wendy Cumming-Potvin (WA node manager), Dr. Judy MacCallum, Ms. Janet Fellowes (ECU) & Dr. Tim McDonald (ECU). Original team also involved Associate Professor Wayne Martino, now located at University of Western Ontario, Ontario, Canada.

    *granted in Mar. 2004 (on-going). Research Team: Dr. Judith MacCallum, Dr. David Palmer, Dr. Wendy Cumming-Potvin & Dr. Peter Wright Community Building Through Intergenerational Exchange Programs. (funds received: $49,828.00) National Youth Affairs Research Scheme (NYARS) commissioned by Department of Family and Community Services, Commonwealth Government

    *granted in Dec 2003 (for one year) Murdoch Research Excellence Grant, Murdoch University. Chief Investigator: Dr Wendy Cumming-Potvin Title of research project: Enhancing Literacy Based Learning in a School Community: Integrating Information Technology into a Literature-Based Program (funds received: $10,000)

    Events and speaking engagements

    Selected Speaking Engagements

    Upcoming, April 2017 : American Educational Research Association Annual Meeting, Knowledge to Action: Achieving the Promise of Educational Opportunity, San Antonio Texas, USA with: Prof Wayne Martino (University of Western Ontario, Canada), Assoc Prof/Associate Dean for Teacher Education Elizabeth Meyer (University of Colorado, USA); Bethy Leonardi, Research Associate, (University of Colorado, USA); Sara Staley (Research Associate, University of Colorado, USA); Harper Benjamin Keenan (postgraduate student, Stanford University, USA); Dr Lee Airton: Instructor, OISE, University of Toronto, Canada; Emily Greytak GLSEN, USA, GLSEN contact).

    Dec 2016 International Association of Australian Studies : Re-imagining Australia: Encounter, Recognition, Responsibility , 7-9 Dec., 2017 Fremantle, WA
    i)In group symposium, with: Dr Duc Dau, UWA), Ms Penelope Strauss & Prof W Martino) Making Schools and Universities more LGBTIQ-friendly; (Martino and Cumming-Potvin) Investigating Trans-inclusive and Queer pedagogies in High Schools

    Dec 2016 International Association of Australian Studies : Re-imagining Australia: Encounter, Recognition, Responsibility , 7-9 Dec., 2017 Fremantle, WA
    Galappaththi,M. Cumming-Potvin, W. and Dr Chris Glass: Re-imagining Literacy and Teacher Education

    Nov 2016 : By Invitation, lecture for MTeach Secondary Students and staff members (from Prof & Chair of Secondary Education Kathy Sanford, Faculty of Education University of Victoria, BC Canada – More than standardization: Literacies to promote inclusive educational communities.

    Feb 2016 By invitation, Lecture: from Prof Bronwen Low, Faculty of Education, Department of Integrated Studies, McGill University, PQ, for EDEC 248- 003/004 initial teacher education unit: Gender(s) and Sexualite(s) in the Classroom: Concepts, Curriculum and Research to Promote Human Rights

    Feb 2016 By invitation, Research Seminar: from Dr Mary Bunch Faculty Lecturer, IGSF, McGill University WMST 303 unit: Introduction to Feminist Theory and Research. Being and becoming an ethical researcher: Applying qualitative, reflexive and feminist lenses

    Feb 2016 By invitation, Research Seminar: from Assoc Profs / Director/Former Director Thain & Rentschler on behalf of the Institute for Gender, Sexuality & Feminism: Esquisses, McGill University, PQ. Crossing borders in Western Australia: A journey of researching literacy, gender and sexuality

    (Dec. 2014) Cumming-Potvin, W. (Murdoch University), Martino, W. (University of Western Ontario)
    and V. Gardiner (MU)Researching gender and sexual diversity in educational communities: Methodological challenges & possibilities in Invited Symposium: Doing Gender & Sexuality Diversity in Australian Schools:
    Theory, Experience, Research and Policy W. Cumming-Potvin, K. Robinson & C. Davies. Gender & Education Association Biennial Interim Conference University of Melbourne

    Oct. 2014 By invitation, ALEA executive, Cumming-Potvin, W. Gardiner, V. and Potvin, D. . Professional Literacies: What’s in your teacher’s bag? Invited Presentation. Pre-Service Teacher Professional Learning Event, 25th October, 2014 Notre Dame University, Fremantle. WA.

    (Feb. 2014). Cumming-Potvin, W., Richardson, I. & Martino, W. Digital Storytelling and Multiliteracies: Challenging inequities faced by LGBTI youth. 10th International Conference on Technology, Knowledge and Society, Facultad de Ciencias de la Informacion Universidad Complutense Madrid, Spain

    (May 2013) by Invitation, ALEA executive, Cumming-Potvin, W. Closing Address for: Curriculum Conversations: The Place of Language, Literacy and Literature within the Australian Curriculum. Australian Literacy Educators’ Association State Conference, Fremantle, Esplanada Hotel, WA, Australia

    (May 2013). Cumming-Potvin. McGill University, Faculty of Education, Montreal, PQ, Canada: Teaching about Same-Sex families in schools: Erasure and Parental Surveillance (based on research conducted with Professor Wayne Martino, UWO, Ontario, Canada).

    (April, 2013). Martino, W. & Cumming-Potvin, W. as Members of symposium at the American Educational Research Association meeting in San Francisco, USA.: (participants: Caroline Clark, Assoc. Prof. Ohio State University; Darla Linville (PhD), Faculty Fellow, Colby College, Maine; Jacqueline Bach, Assoc. Professor, Louisiana State University; Wayne Martino, Prof. Western University, Canada; David L. Carlson, Assist. Prof. Arizona State University (Mary Lou Fulton Teachers’ College); C. Mayo , Prof., University of Illinois at Urbana-Champaign; Mollie Blackburn, Assoc. Prof. Ohio State University; Emily Nemeth (PhD), Teaching Assistant, Ohio State University. Title: Queering LGBT Literature with Teachers and Students

    Cumming-Potvin, W. (Mar. 2013). Resisting a ‘back-to-basics’ Agenda: Literacy Education and On-Line Discussion. Western Australian Institute for Educational Research. Murdoch University, WA.

    Professional and community service

    Over many years, I have engaged in a variety of community services such as: tutoring primary school students; sitting on state educational panels; reviewing journal articles and international grant applications; and mentoring teachers undertaking research activities in schools.
    Selected Research Assessor /Service Responsibilities

    • Editorial Board Member for: Gender and Education (on-going, from January 2017); Routledge Book Series: Critical Studies in Gender and Sexuality in Education (on-going, from 2014)
    • Peer reviewer for numerous journals (e.g.) Australian Journal of Literacy Education, Men and Masculinities, Discourse: Studies in the Politics of Education, Sex Education, Qualitative Research, Australian Journal of Teaching Education
    • Postgraduate Research Director, MU School of Education (2015)
    • Co-editor, Special Issue, McGill Journal of Education (with Chief Editor, Prof A. Pare & Co-Editor, Dr J. MacCallum)
    • Assessor for grant applications: Social Sciences & Humanities Council of Canada (2010); Australian Federation of University Women (2009)
    • Expedited Education Chair for the Human Research Ethics Committee/member of Human Research Ethics Committee, MU (2005-2008)

    Doctoral and masters supervisions

    I am currently supervising or have supervised a range of Masters and Doctoral students in the areas of: literacies, teachers’ professional development, technologies for learning, communities of practice, etc.

    Thesis completions include:

    * Drewry, R. (2017). Case Studies in Multiliteracies and Inclusive Pedagogy: Facilitating Meaningful Literacy Learning (PhD thesis), Murdoch University, WA

    * Gardiner, V. (2015). Multiliteracies’ book club: A participatory context for Australian public primary school teachers to negotiate literacy. (MEd by research, thesis) Murdoch University, WA

    * Glass, Chris (2014). Becoming a Teacher: Graduate pre-service teeachers’ experiences of understanding the text of teaching., Professional Doctoral Thesis, by publication, Murdoch University, WA

    * Stout, Rosana (2013). Investigating the leadership practices of the level three classroom teacher in Western Australia (EdD Thesis)

    * Morcom, Veronica (2013). Motivation as negotiated participationin a collaborative classroom: A sociocultural perspective. (PhD thesis, by publication)

    * Swan, Alan (2010). Teachers’ understanding of accountability in the context of a whole school revitalisation program (Masters thesis by research)

    * Duggan, Mary (2009). School accountability in the Western Australian public school sector: Perceptions of leaders in the field (Masters thesis by research)

    *Ujitani, Eiko (2006) Intercultural and relational development between Australian students and host Japanese students: a longitudinal study of students’ socio-emotional experiences and interpretations. (EdD)

    * Morcom, Veronica (2005). Mediating classroom culture based on democratic values: an exploration of a teacher’s facilitative role. (Masters thesis by Research)

    Publications

    Books

    • Armstrong, R., Baillie, C., Cumming-Potvin, W., (2014),Mining and Communities: Understanding the Context of Engineering Practice,Morgan & Claypool.

    Chapters

    • Cumming-Potvin, W., (2012),Critical Engagement with Literacy and Qualitative Research: Towards Socially Just Pedagogy in the Teacher Education Classroom,In: Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times, Springer, pages 197 to 209.

    Journals

    • Cumming-Potvin, W., Martino, W., (2018), Countering heteronormativity and cisnormativity in Australian schools: Examining English teachers' reflections on gender and sexual diversity in the Classroom, Teaching and Teacher Education, 74, , pages 35 - 48.
    • Cumming-Potvin, W., Martino, W., (2018), The policyscape of transgender equality and gender diversity in the Western Australian education system: a case study, Gender and Education, 30, 6, .
    • Martino, W., Airton, l., Kuhl, D., Cumming-Potvin, W., (2018), Mapping transgender policyscapes: a policy analysis of transgender inclusivity in the education system in Ontario, Journal of Education Policy, , , pages 1 - 29.
    • Pearce, J., Cumming-Potvin, W., (2017), English Classrooms and Curricular Justice for theRecognition of LGBT Individuals: What Can Teachers Do?, Australian Journal of Teacher Education, 42, 9, pages 77 - 92.
    • Martino, W., Cumming-Potvin, W., (2017), Effeminate arty boys and butch soccer girls: investigating queer and trans-affirmative pedagogies under conditions of neoliberal governance, Research Papers in Education, , , pages 1 - 22.
    • Stout, R., Cumming-Potvin, W., Wildy, H., (2017), TORCH BEARER, WEARY JUGGLER, AND HECKLER: REPRESENTATIONS OF TEACHER LEADERSHIP, McGill Journal of Education, 52, 3, pages 637 - 656.
    • Gardiner, V., Cumming-Potvin, W., Glass, C., (2017), More than Standardisation: Teacher��s ProfessionalLiteracy Learning in Australia?, Australian Journal of Teacher Education, 42, 10, pages 93 - 107.
    • Martino, W., Cumming-Potvin, W., (2016), Teaching about sexual minorities and "princess boys": a queer and trans-infused approach to investigating LGBTQ-themed texts in the elementary school classroom, Discourse (Abingdon): studies in the cultural politics of education, 37, 6, pages 807 - 827.
    • 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, Men and Masculinities (Print), 18, 1, pages 79 - 99.
    • Cumming-Potvin, W., Stanford, K., (2015), Countering a 'Back-to-Basics' Approach to Teacher Education: Multiliteracies and On-Line Discussions in a Community of Practice, Language & Literacy, 17, 1, pages 21 - 41.
    • Gardiner, V., Cumming-Potvin, W., (2015), Conceptual and contextual contradictions: How a group of primary school teachers negotiated professional learning in a multiliteracies book club, Australian Journal of Teacher Education, 40, 7, pages 15 - 31.
    • Cumming-Potvin, W., Martino, W., (2014), Teaching about queer families: surveillance, censorship, and the schooling of sexualities, Teaching Education, 25, 3, pages 309 - 333.
    • Cumming-Potvin, W., Currie, J., (2013), Towards New Literacies and Social Justice for Engineering Education, International Journal of Engineering, Social Justice, and Peace, 2, 1, pages 21 - 37.
    • Cumming-Potvin, W., (2013), "New basics" and literacies: deepening reflexivity in qualitative research, Qualitative Research Journal, 13, 2, pages 214 - 230.
    • Gardiner, V., Cumming-Potvin, W., Hesterman, S., (2013), Professional learning in a scaffolded 'multiliteracies book club': Transforming primary teacher participation, Issues in Educational Research (Print), 23, 3, pages 357 - 374.
    • Cumming-Potvin, W., Baillie, C., Bowden, J., (2013), Engineering for Social and Environmental Justice: Scaffolding Knowledge during Collaborative Writing Journeys, International Journal for Infonomics, 1, 1, pages 785 - 791.
    • Cumming-Potvin, W., (2012), Negotiating worlds, words and identities: Scaffolded literacies for pre-service service teachers and children, McGill Journal of Education, 47, 3, pages 379 - 401.
    • 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, pages 480 - 501.
    • MacCallum, J., Palmer, D., Wright, P., Cumming-Potvin, W., Brooker, M., Tero, C., (2010), Australian Perspectives: Community Building Through Intergenerational Exchange Programs, Journal of Intergenerational Relationships, 8, 2, pages 113 - 127.
    • Morcom, V., Cumming-Potvin, W., (2010), Bullies and victims in a primary classroom: Scaffolding a collaborative community of practice, Issues in Educational Research (Online), 20, 2, pages 166 - 182.
    • Cumming-Potvin, W., MacCallum, J., (2010), Intergenerational Practice: Mentoring and Social Capital for Twenty-First Century Communities of Practice, McGill Journal of Education, 45, 2, pages 305 - 323.
    • Cumming-Potvin, W., (2009), Social Justice, Pedagogy and Multiliteracies: Developing Communities of Practice for Teacher Education, Australian Journal of Teacher Education, 34, 1, pages 82 - 99.
    • Schibeci, R., MacCallum, J., Cumming-Potvin, W., Durrant, C., Miller, E., Kissane, B., (2008), Teachers' journeys towards critical use of ICT, Learning, Media and Technology, 33, 4, pages 313 - 327.
    • Cumming-Potvin, W., (2008), Partners, pedagogy and technology: A Year 7 boy's reading progress, Curriculum Perspectives (Journal Edition), 28, , pages 37 - 44.
    • Cumming-Potvin, W., (2008), Close up on reading: Pedagogy, partners and ICT, Curriculum Perspectives (Journal Edition), 28, 30, pages 37 - 47.
    • Cumming-Potvin, W., (2007), Scaffolding, multiliteracies, and reading circles, Canadian Journal of Education, 30, 2, pages 484 - 507.
    • Cumming-Potvin, W., (2004), Disrupting Literacy Practices in a Learning Community: Empowerment Through Voicing, McGill Journal of Education, 39, , pages 199 - 219.
    • Cumming-Potvin, W., Renshaw, P., van, K., (2003), Scaffolding and bilingual shared reading experiences: Promoting primary school students' learning and development, Australian Journal of Language and Literacy, 26, , pages 54 - 68.
    • Cumming-Potvin, W., Renshaw, P., van Kraayenoord, C., (2003), A Sociocultural Analysis of Language Learning: New Forms of Literacy Practices in a Language and Culture Awareness Program., Language and Education: An international journal, 17, 6, pages 391 - 407.

    Conference

    • Cumming-Potvin, W., Baillie, C., Bowden, J., (2012),Engineering Education for Social and Environmental Justice: Scaffolding multidisciplinary knowledge through multiliteracies,In: Canada International Conference on Education (CICE) (2012).
    • Phillips, R., Maor, D., Preston, G., Cumming-Potvin, W., (2012),Exploring Learning Analytics as Indicators of Study Behaviour,In: World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) (2012).
    • Phillips, R., Maor, D., Cumming-Potvin, W., Roberts, P., Herrington, J., Preston, G., Moore, E., Perry, L., (2011),Learning analytics and study behaviour: A pilot study,In: Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference (2011).
    • Phillips, R., Preston, G., Roberts, P., Cumming-Potvin, W., Herrington, J., Maor, D., Gosper, M., (2010),Using academic analytic tools to investigate studying behaviours in technology-supported learning environments,In: 27th Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Annual Conference (2010).
    • MacCallum, J., Wright, P., Cumming-Potvin, W., (2007),Caravans and Cyberspace: Community Through Intergenerational Exchange,In: 15th Biennial Conference of the Australasian Human Development Association (AHDA) (2007).
    • MacCallum, J., Palmer, D., Northcote, J., Wright, P., Cumming-Potvin, W., Tero, C., (2005),Turning Talking Into Walking: Practical Ideas for Intergenerational Action,In: Active 2005 Conference.

    Creative outputs
    *Cumming-Potvin, W. (2016). Videotapes (complete & highlights). Promoting human rights in Australian educational communities for people of diverse genders and sexualities. In: Human Rights Symposium: Young and Well Cooperative Centre/Murdoch University, Chair, W. M. Cumming-Potvin 16 May 2016, Kim Beazley Lecture Theatre, Murdoch University, WA, Australia.

    *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. Creative Commons.4.0 International License, Mountain View, CA, USA.

    Under review

    R. Stout, Assoc Prof Cumming-Potvin, MU and Wildy, H. (submitted). McGill Journal of Education. Finding the story: A narrative of teacher leadership .

    Gardiner, V. , Cumming-Potvin, W. and Glass, C. (submitted) More than Standardisation: Teachers’ Professional Literacy Learning in Australia
    to The Australian Journal of Teacher Education.

    Cumming-Potvin, W. and Martino, W. (submitted) Teaching and Teacher Education. Homophobia, transphobia and heteronormativity in Australian schools: Examining English teachers’ reflections on gender and sexual diversity in the classroom, for Teaching and Teacher Education

    Pearce J. and Cumming-Potvin, (submitted) English Classrooms and Circular Justice for the Recognition of LGBT individuals: What can Teachers do?” for Australian Journal of Teacher Education

    Selected, Recently Published

    Re-print: W. Cumming-Potvin & W. Martino, Teaching about Queer families: Surveillance, Censorship and the Schooling of Sexualities Teaching Education (2014) 25 (3), 309-333 in Education and Sexualities: Major Themes in Education, edited by Peter Aggleton, published by Routledge in July 2016, Vol. 1 (Copyright 2017)

    *Gardiner, V. and Cumming-Potvin, W. (2015). Conceptual and contextual contradictions: How a group of primary school teachers negotiated professional learning in a multiliteracies book club. Australian Journal of Teacher Education, 40 (7), 14-31.

    Cumming-Potvin, W. and Sanford, K. (2015) Countering a ‘Back-to-Basics’ Approach to Teacher Education:
    Multiliteracies and On-Line Discussions in a Community of Practice. Language and Literacy Volume 17, (1), 21-41

    Martino, W. and; Cumming-Potvin, W. (2014) Teaching about sexual minorities and “princess boys”: a queer and transinfused approach to investigating LGBTQ-themed texts in the elementary school classroom. Discourse: Studies in the Cultural Politics of Education. published online at: http://www.tandfonline.com/loi/cdis20 in print 37(6), 807-827.

    Martino, W. and Cumming-Potvin, W. (2014) Teaching about ‘‘Princess Boys’’ or Not: The Case ofOne Male Elementary School Teacher and the Polemics of Gender Expression and Embodiment. Men and Masculinities. published online at: DOI: 10.1177/1097184X14551278 (1-21) in print: (2016) Vol 18 (1) 79-99

    Cumming-Potvin, W. and Martino, W (2014). Teaching about queer families: Censorship, surveillance and the schooling of sexualities. Teaching Education Vol. 25 (1), 1-25

    Cumming-Potvin, W. (2013),“New basics” and literacies: deepening reflexivity in qualitative research”,Qualitative Research Journal, 13 (2), 214 – 230
    :http://dx.doi.org/10.1108/QRJ-04-2013-0024

    Cumming-Potvin, W., Baillie, C. and Bowden, J. (2013). Engineering for Social and Environmental Justice: Scaffolding Knowledge During Collaborative Writing Journeys. International Journal for Infonomics. Special Issue 785-791

    Cumming-Potvin, W. (2012) Negotiating worlds, words and identities: Scaffolded literacies for pre-service teachers and children. McGill Journal of Education, 47 (3), 379-402.

    BOOK

    Armstrong, R., Baillie, C. and Cumming-Potvin W. (2014). Mining and Communities: Understanding the Context of Engineering Practice. Morgan & Claypool

    BOOK CHAPTER

    Cumming-Potvin, W. (2012) Critical engagement with literacy and qualitative research: Towards socially just pedagogy in the teacher education classroom. in Eds. B. Down and J. Smyth. Critical Voices in Teacher Education. (pp 197-209). Dordrecht: Springer Science and Business Media