Troubling school toilets: resisting discourses of 'development' through a critical disability studies and critical psychology lens
Troubling school toilets: resisting discourses of 'development' through a critical disability studies and critical psychology lens
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令人不安的学校厕所：通过批判性残疾研究和批判性心理学视角抵制“发展”话语
DOI：
10.1080/01596306.2017.1316237
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Slater J
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文献类型：
--
作者：
Slater J
本文探讨了学校厕所和“入学准备”是如何被用来评估儿童对发展里程碑。这种发展规范既告知学校厕所的设计和实践，并延续规范性话语的童年作为中产阶级，白色，“能”，异性恋，cissexist和低于成年。批判心理学和批判性残疾研究框架我们的分析对话从网上从业者论坛。我们表明，学校厕所和规范和理想的“厕所训练”作为一种设备，其他那些不适合规范的西方话语的“童年”。此外，这些理想化的“童年”话语具体化了好/坏养育的分类，种族化，性别化和disablist二进制。最后，我们提出了新的方法论的学校厕所研究，抵制永久发展的假设和处方。在这样做的时候，这篇论文是第一篇明确将学校厕所研究纳入批判心理学和批判残疾研究领域的论文。
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.