In this paper we argue that school toilets function as one civilising site [Elias, 1978. The Civilising Process. Oxford: Blackwell] in which children learn that disabled and queer bodies are out of place. This paper is the first to offer queer and crip perspectives on school toilets. The small body of existing school toilet literature generally works from a normative position which implicitly perpetuates dominant and oppressive ideals. We draw on data from Around the Toilet, a collaborative research project with queer, trans and disabled people (aroundthetoilet.wordpress.com) to critically interrogate this work. In doing this we consider 'toilet training' as a form of 'civilisation', that teaches lessons around identity, embodiment and ab/normal ways of being in the world. Furthermore, we show that 'toilet training' continues into adulthood, albeit in ways that are less easily identifiable than in the early years. We therefore call for a more critical, inclusive, and transformative approach to school toilet research. ARTICLE HISTORY

This paper describes a collaboration between museum staff and university researchers to develop a framework for analysing museum spaces from the perspective of young children. The resultant APSE (abstract, physical, social and embodied) framework draws on spatial theories from childhood studies and architecture to consider children's museum visiting from a spatial perspective. Starting with space not only foregrounds the role places, objects and bodies play in how experiences are constituted, but also resists linearity and predictability of mainstream educational policy discourses about young children's learning. As place, children and objects entangle together, they design and make one another. We draw upon Massey's description of the "chance of space", in which people, objects and places become entangled in unpredictable and unknowable ways, to consider the potential of the APSE framework to offer alternative framings of children in museums.

This article explores how close attention to sound can help to rethink literacy in early childhood education. Through an analysis of text, audio, video and photographic data from a sound walk undertaken with a parent and a child, we make two arguments. First, contrary to skills-based approaches that abstract literacy from context, we show how literacy emerges from vibrational entanglements between bodies and places. We provide examples of how listening and sound-making unfold together in place, as sound moves between different material bodies, including children, animals, objects, buildings, and landscapes. Our analysis suggests that a wide range of sound-making and listening practices, not just those focussed on words, should be valued in early childhood literacy. Second, we demonstrate how sound also transcends bodies and places through its multiplicity, ephemerality and fluidity. We draw on the more-thanhuman semiotics of Eduardo Kohn to analyse how sounds operate as relational signs between human and non-human entities, using his ideas to move beyond humancentred, symbol-centred practices of literacy.