Gender, Assemblage, and the Lived Experience of Schools

• In Event: 68.061 - Roundtable Session 30
  In Roundtable Session: 68.061-7 - Curriculum as Inclusive Practice

Abstract

Gendered bathrooms in schools have received increased attention in the last year because of related policy decisions (e.g., Binker, 2016; Kopan & Scott, 2016). Numerous queer and feminist scholars have done work theorizing gendered bathroom spaces and their impact on bodies (e.g., Ingrey, 2015; Meiners & Quinn, 2015), but little work has been done using curriculum theory as a way of thinking through the issue of gendered bathrooms. This paper will bring affect theory (e.g., Massumi, 2010), critical geography (e.g., Massey, 1994), and new materialism (e.g., Barad, 2007) into conversation with curriculum theory in order to think through how gendered bathroom spaces impact student bodies within the assemblages of schools.

Authors

• Kirsten Robbins, Indiana University - IUPUI

• Robert James Helfenbein, Loyola University Maryland