Gendered bathrooms in schools have received increased attention in the last few years because of related policy decisions. This article suggests that this controversy provides fertile ground for new understandings of the ways in which the socio cultural context and its relation to contemporary issues in curriculum theory are entangled in the ethical and ontological. Representations of the spacial in schools provide an entrée into thinking about the ways in which space is increasingly politicized. In a time when many scholars are focused on new materialist ideas of becoming, it is especially important to understand the ways in which the enacted curriculum of gendered bathrooms may be sending messages about static identities and how to enact them.