Spatial Perceptions of Female Teachers and Students on Campuses: Case Studies of Three Senior High Schools in Kaohsiung
Hui-Chin Huang(Kaohsiung Municipal Sanmin Senior High School)
The more we are familiar with our surroundings, the more we ignore some quite suprising facts. The thrust of the thesis is to investigate the deep meanings of our daily life from the views of female teachers and students.
This thesis employs gender perspective to investigate how such deeply embedded meanings in female daily experiences on school campuses become formed. Structurally, the thesis is based on David Seamon’s study A geography of the lifeworld, with a particular focus on his definition of body and space in the portayals of daily life. The patterns of women’s regular spatial and temporal movements result in a form of “place ballet,” which can also become a part of their daily life experiences.
Holding this premise in mind, this study focuses on female teachers and students’ spatial perceptions and feelings of attachment, discontent, or fear of the senior high school campuses. By examining a number of recorded and transcribed qualitative interviews, we show that individual women’s emotional reactions and experiences are strongly conditioned by systemic social structures. In another words, we argue that the spatial and temporal aspects of women’s routine movement on campus are “socially constructed.”
Female teachers and students’ campus experiences can be interpreted in terms of sex composition of a school, as well as women’s personal life cycles. Thus, in our discussion of spatial patriarchal system, we focus on the meaning of “ body” in the regulated campus life to show that women’s spatial experiences are structured and often limited.
lifeworld, time-space routine, place ballet, power and discipline