Mere Graffiti: The Pedagogical Implications—and Potential—of Latrinalia Research

Jonathan M. Marine

doi:10.59236/rjv22i2pp118-151

Reflections: A Journal of Community-Engaged Writing and Rhetoric Jun 2023 Open Access

Mere Graffiti: The Pedagogical Implications—and Potential—of Latrinalia Research

Jonathan M. Marine

Abstract

This article argues that latrinalia is an important and potentially beneficial source of public writing deserving of educators’ and researchers’ attention. I start by comprehensively reviewing the research record of latrinalia in order to demonstrate its status as a legitimate academic field while surfacing the major trends, questions, and fault lines of latrinalic scholarship. Then, after outlining how most research on latrinalia takes place on college campuses, I trace recent work on spatial practice which implicitly advocates for public discourses like latrinalia in order to make the case that bathroom graffiti is an important but often neglected source of public writing and rhetoric that aligns with contemporary conceptions of composition theory and holds pedagogic potential for the teaching of writing. Lastly, I discuss the limitations and unresolved questions of the field of latrinalia before sketching future directions for research. “The slight scratching of many of the Maeshowe Runes, and the consequent irregularity and want of precision in the forms… of what, it must be remembered, are mere graffiti.” (D. Wilson, Britanno—Roman Inscriptions: With Critical Notes, 1863)

Journal: Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published: 2023-06-09
DOI: 10.59236/rjv22i2pp118-151
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Topics: rhetorical criticism composition theory teacher development public rhetoric
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Mere Graffiti: The Pedagogical Implications—and Potential—of Latrinalia Research

Abstract

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