Abstract:

The background of "emotional turn" calls for the study of affective geography to move away from the paradigm of subjective experience to a broader study of social space. As a complex social and cultural integration, the learning space for the elderly is no longer only a pure facility for the aged. The daily life, stage performance and social interaction of the elderly in the space are endowed with more special emotional significance. Taking Guangdong Old Cadres University as the main case study, this paper deconstructs the spatial perception of elderly students into three emotional stages, namely Cognition, Identity and Spillover, from the perspective of emotional geography, through long-term observation, participation and integration into the learning and social life of the elderly in and out of class. This paper holds that the learning place is not only a substantial spatial scale, but also a space with special social connection and sense of belonging around "community" and "emotion". Back to the old place by learning a positive space projection self definition, "to participate in learning" dynamic atmosphere triggers the elderly, the young positive emotions, space of social network also intimacy, a sense of belonging for the old emotional support, a positive local identity and sense of community ACTS on the spatial construction become stable, ageing resistant negative positive spillover benefits. This paper provides real case support for deconstructing learning space from the perspective of emotional geography, focuses on active actors in urban daily life, and provides empirical suggestions for the development of geriater-friendly communities.

Key words: geriatric learning space, emotional geographies, local construction, social relations, Guangzhou

摘要：

老年学习型空间作为集合体呈现了老年人在空间的日常生活、舞台展演和社会交往的社会文化意涵。本文以广东省老干部大学作为主要研究案例，通过参与式观察、网络民族志和深度访谈等方法，参与老年人课堂内外的学习与社会交往生活，以情感地理视角将老年学员的空间感知解构为认知、认同和溢出三个情感阶段。研究认为，学习场所不仅是实质性的空间，更是围绕“社区”“情感”产生特殊社会联系与归属感的空间。老年人通过学习场所积极的空间投射重新自我定义，“参与学习”的环境氛围触发老年人充满活力、年轻的积极情绪，空间的社会网络同样为老年人提供亲密感、归属感的情感支持，积极的地方认同与社区意识成为稳定手段作用于空间建构，产生抵抗消极老龄化的良性溢出效应。本文为情感地理研究视野下解构学习型空间提供了现实案例支撑，并将关注焦点集中在城市日常生活中活跃的行为主体，为构建老年友好型社区提供经验建议。

关键词: 老年学习型空间, 情感地理, 地方建构, 社会关系, 广州