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Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens

Jen Slater, Charlotte Jones Orcid Logo, Lisa Procter

Discourse: Studies in the Cultural Politics of Education, Volume: 40, Issue: 3, Pages: 412 - 423

Swansea University Author: Charlotte Jones Orcid Logo

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DOI (Published version): 10.1080/01596306.2017.1316237

Abstract

This paper interrogates how school toilets and ‘school readiness’ are used to assess children against developmental milestones. Such developmental norms both inform school toilet design and practice, and perpetuate normative discourses of childhood as middle-class, white, ‘able’, heteronormative, ci...

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Published in: Discourse: Studies in the Cultural Politics of Education
ISSN: 0159-6306 1469-3739
Published: Informa UK Limited 2019
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URI: https://cronfa.swan.ac.uk/Record/cronfa61318
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last_indexed 2023-01-13T19:22:01Z
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spelling 2022-10-13T12:41:20.7055031 v2 61318 2022-09-23 Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens 60ff57269cfe0e65e571b0a68a82f69f 0000-0002-7348-4662 Charlotte Jones Charlotte Jones true false 2022-09-23 CSSP This paper interrogates how school toilets and ‘school readiness’ are used to assess children against developmental milestones. Such developmental norms both inform school toilet design and practice, and perpetuate normative discourses of childhood as middle-class, white, ‘able’, heteronormative, cissexist and inferior to adulthood. Critical psychology and critical disability studies frame our analysis of conversations from online practitioner forums. We show that school toilets and the norms and ideals of ‘toilet training’ act as one device for Othering those who do not fit into normative Western discourses of ‘childhood’. Furthermore, these idealised discourses of ‘childhood’ reify classed, racialised, gendered and dis/ablist binaries of good/bad parenting. We conclude by suggesting new methodological approaches to school toilet research which resist perpetuating developmental assumptions and prescriptions. In doing this, the paper is the first to explicitly bring school toilet research into the realms of critical psychology and critical disability studies. Journal Article Discourse: Studies in the Cultural Politics of Education 40 3 412 423 Informa UK Limited 0159-6306 1469-3739 Childhood; critical psychology; development; disability studies; school readiness; school toilets; toilet training 4 5 2019 2019-05-04 10.1080/01596306.2017.1316237 COLLEGE NANME Criminology, Sociology and Social Policy COLLEGE CODE CSSP Swansea University Another institution paid the OA fee This work was supported by the Arts and Humanities Research Council (Connected Communities Strand) under Grant AH/M00922X/1. 2022-10-13T12:41:20.7055031 2022-09-23T17:12:09.3158810 Faculty of Humanities and Social Sciences School of Social Sciences - Criminology, Sociology and Social Policy Jen Slater 1 Charlotte Jones 0000-0002-7348-4662 2 Lisa Procter 3 61318__25439__b0903e898d28453995907d94b3866524.pdf 61318_VoR.pdf 2022-10-13T12:40:18.0507322 Output 1227962 application/pdf Version of Record true © 2017 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/
title Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens
spellingShingle Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens
Charlotte Jones
title_short Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens
title_full Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens
title_fullStr Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens
title_full_unstemmed Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens
title_sort Troubling school toilets: resisting discourses of ‘development’ through a critical disability studies and critical psychology lens
author_id_str_mv 60ff57269cfe0e65e571b0a68a82f69f
author_id_fullname_str_mv 60ff57269cfe0e65e571b0a68a82f69f_***_Charlotte Jones
author Charlotte Jones
author2 Jen Slater
Charlotte Jones
Lisa Procter
format Journal article
container_title Discourse: Studies in the Cultural Politics of Education
container_volume 40
container_issue 3
container_start_page 412
publishDate 2019
institution Swansea University
issn 0159-6306
1469-3739
doi_str_mv 10.1080/01596306.2017.1316237
publisher Informa UK Limited
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Criminology, Sociology and Social Policy{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Criminology, Sociology and Social Policy
document_store_str 1
active_str 0
description This paper interrogates how school toilets and ‘school readiness’ are used to assess children against developmental milestones. Such developmental norms both inform school toilet design and practice, and perpetuate normative discourses of childhood as middle-class, white, ‘able’, heteronormative, cissexist and inferior to adulthood. Critical psychology and critical disability studies frame our analysis of conversations from online practitioner forums. We show that school toilets and the norms and ideals of ‘toilet training’ act as one device for Othering those who do not fit into normative Western discourses of ‘childhood’. Furthermore, these idealised discourses of ‘childhood’ reify classed, racialised, gendered and dis/ablist binaries of good/bad parenting. We conclude by suggesting new methodological approaches to school toilet research which resist perpetuating developmental assumptions and prescriptions. In doing this, the paper is the first to explicitly bring school toilet research into the realms of critical psychology and critical disability studies.
published_date 2019-05-04T04:20:04Z
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score 11.037144

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