Playing and affective time-spaces
Playing and affective time-spaces
复制标题
玩耍和情感时空
DOI：
10.1080/14733280500037182
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
C. Harker
中科院分区：
文献类型：
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作者：
C. Harker
摘要在本文中，我有两个目标。首先是批判性地探索游戏的定义，这些定义支撑了大量的儿童地理研究。在这样做的时候，我想强调一些假设，这些假设是地理学领域的许多作者对游戏的本体论地位所做的（通常是含蓄的）。这将反过来，导致我与三位试图将游戏理论化的作者合作，有时甚至是反对他们。沿着这条路走下去，我希望能得出一些关于游戏地位的试探性结论，这些结论自相矛盾地将完全回避任何（强有力的）本体论承诺。这就引出了我的第二个目标，即探索游戏的四个特定方面-具体化、影响、对象和时空-以检验它们是如何与空间和间隔交织的。2001年夏天，我在山顶小学进行了一项研究，我希望通过这项研究表明，地理研究可以为游戏的定义做出贡献，就像游戏可以改变某些空间概念一样。
Abstract In this paper I have two objectives. The first is to critically explore definitions of playing that have underpinned a great deal of research in children's geography. In so doing I want to highlight some of the assumptions that various authors within geography have made (often implicitly) about the ontological status of playing. This will in turn, lead me to work with, between and sometimes against three authors who have tried to theorize playing. In following this route, I hope to come to some tentative conclusions about the status of playing, which paradoxically will eschew any (strong) ontological commitment at all. This leads to my second objective, which is to explore four particular aspects of playing—embodiment, affect, objects and time-space—to examine how they are interleaved with spaces and spacing. In necessarily situating this work within my research at Hilltop Primary School1 in the summer of 2001, I hope to show that geographical studies can contribute to definitions of playing as much as playing can inflect certain notions of space.