The Spatial Production of Sustainable School-A Case Study of Shenkeng Elementary School

• Main Authors: Huafang Chang, 張華芳
• Other Authors: Liangyi Yen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/yexryf

碩士 === 輔仁大學 === 景觀設計學系碩士班 === 99 === 　The cultural landscape theorist James Duncan has proposed that landscape could be read and be interpreted as “Text”. He claimed that landscape, specifically, various people’s interpretations toward everyday landscapes could result in an “intertextuality” of landscape that included social, economic, and political aspects. The theory of “Landscape Narratives” emphasized that explanations and interpretations of people were diverse and collective, which presented in normal landscape. Based on Duncan’s theory, this study aims to understand and discuss how the changing process of campus landscape, in ShenKeng Elementary School of represented and support educational ideas. The study shows that the schoolmaster changed the campus landscape via their education ideas. They let students interact with the school landscape. The faculty of ShenKeng Elementary School , however, had dissimilar explanations to the landscape. Moreover, they were in confronting positions in the end. To the schoolmaster, the sustainable ShenKeng Elementary School was a strategy of promoting school competiveness; to the faculty who joined the program, it was their achievement and repay of effort; to those who against, it questioned their education traditions. In 2008, due to the change of schoolmaster, ShenKeng Elementary School’s landscape had been rearranged, and the meaning of the landscape was changed as well. The above research result shows that power relationships and landscaped meanings is always intertwined.