The Spatial Meaning of Men's Restroom on the Campus Space of Junior High School ─A Case Study of Erzhong Junior High School

• Main Authors: Yi-chiao Huang, 黃奕喬
• Other Authors: Chin-cheng NI
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/32x8yu

碩士 === 國立新竹教育大學 === 環境與文化資源學系碩士班 === 102 === Abstract In this paper, the author’s work field on weekdays, Erzhong Junior High School in Hsinchu County, has been taken as the study area. First, through the exploration of the hidden power structure on campus operations, this study presents the space imagination, disciplinary power and management strategy of designers and managers towards the men’s room. Moreover, from the perspective of “actions under construction”, this study explores students’ behavioral patterns in such “planned” space and thus contributes to a better understanding of students’ adaptation and resistance demonstrated when faced with such a space of power asymmetry. With regard to the theoretical basis, this study mainly draws on the theory on the production of space in combination with the concepts of social and physical space, such as disciplines, lived bodies and the geography of everyday life, to construct the interaction architecture between the power and individuals on campus, and to shape the both real and imagined appearance of everyday life for the men’s room space on the junior high school campus through the demarcation and cross-boundary interaction between the disciplinary power and students’ subjective initiative. In terms of the study design, a series of qualitative approaches including literature reviews, focus groups, in-depth interviews and participant observation methods have been used as the main research methods in this paper, supplemented by quantitative questionnaires as the description. In this thesis, we began by establishing the disciplinary space of the men’s room, followed by a systemic exploration of the social and physical interactions among students within this space. From our observations, we discovered that the development of students’ resistance tactics could be due to psychological gratification and liberation, acquisition and maintenance of social relationships, and attraction of power.