(Semi)Public Places, Practices and Pedagogy

Rooney, D

(Semi)Public Places, Practices and Pedagogy

Rooney, D

Permalink

Publisher:: Taylor & Francis (Routledge)
Publication Type:: Journal Article
Citation:: Pedagogy Culture and Society, 2017
Issue Date:: 2017

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Accepted Manuscript VersionAdobe PDF (349.52 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Rooney, D	en_US
dc.date.available	2020-05-25T19:14:43Z
dc.date.issued	2017	en_US
dc.identifier.citation	Pedagogy Culture and Society, 2017	en_US
dc.identifier.issn	1747-5104	en_US
dc.identifier.uri	http://hdl.handle.net/10453/57116
dc.description.abstract	Rather than being banal and uninteresting, Western women’s public toilets may be seen as educational spaces. While prolific in number and usage, they have typically escaped research attention. This paper argues that the common inclusion of toilet texts in these places renders them not only interesting but also worthy of inclusion in accounts of public pedagogies. The paper draws attention to the pedagogical voices that occupy the ostensible privacy of places like toilets. It does so by discussing a collection of toilet texts using the entangled concepts of place, practice and pedagogy. Overall, the paper demonstrates how the texts act as proxy for absent pedagogues who seek to disseminate particular knowledges and/or promote specific cultural practices, and in doing so it repositions women’s (semi)public toilets as richly pedagogical.	en_US
dc.publisher	Taylor & Francis (Routledge)	en_US
dc.relation.ispartof	Pedagogy Culture and Society	en_US
dc.relation.isbasedon	https://doi.org/10.1080/14681366.2016.1252418	en_us
dc.rights	This is an Accepted Manuscript of an article published by Taylor & Francis in Pedagogy Culture and Society, 2017, available online: https://doi.org/10.1080/14681366.2016.1252418.	en_US
dc.subject.classification	Education	en_US
dc.title	(Semi)Public Places, Practices and Pedagogy	en_US
dc.type	Journal Article
utslib.for	1302 Curriculum And Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Adult Learning and Applied Linguistics Program
utslib.copyright.status	open_access
pubs.consider-herdc	true	en_US
pubs.publication-status	Accepted	en_US

Abstract:

Rather than being banal and uninteresting, Western women’s public toilets may be seen as educational spaces. While prolific in number and usage, they have typically escaped research attention. This paper argues that the common inclusion of toilet texts in these places renders them not only interesting but also worthy of inclusion in accounts of public pedagogies. The paper draws attention to the pedagogical voices that occupy the ostensible privacy of places like toilets. It does so by discussing a collection of toilet texts using the entangled concepts of place, practice and pedagogy. Overall, the paper demonstrates how the texts act as proxy for absent pedagogues who seek to disseminate particular knowledges and/or promote specific cultural practices, and in doing so it repositions women’s (semi)public toilets as richly pedagogical.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/57116