This article explores the place-making and identifications practices of two high school girls in the out-of-classroom spaces of their school. We employ Henri Lefebvre's spatial triad, consisting of the interaction between the physical, social and mental dimensions of space, as the conceptual foundation for understanding how these girls turn space into place at their school. The article is based on an ethnographic study in which we utilised a range of methods, including unstructured, semi-structured and photo-elicitation interviews; participant observation; focus group discussions; student-produced photography and photo-diaries. We found that the ways in which the girls inhabited and ‘made place’ in the school's out-of-classroom spaces are determined by their unique biographies, interactions with the school's expressive culture, and the subsequent social networks, movements and practices that they mobilise in these out-of-classroom spaces. Via these daily practices, they turn their school spaces into a place which, in their unique ways, they are able to call home.

中文翻译：

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将空间转化为场所：女学生在高中非正式空间中的场所营造实践

本文探讨了两名高中女生在她们学校的课外空间中的场所营造和识别实践。我们采用 Henri Lefebvre 的空间三元组，包括空间的物理、社会和心理维度之间的相互作用，作为理解这些女孩如何将空间转化为学校空间的概念基础。这篇文章基于一项民族志研究，其中我们使用了一系列方法，包括非结构化、半结构化和照片引出式访谈；参与观察；焦点小组讨论；学生制作的摄影作品和照片日记。我们发现，女孩们在学校的课外空间居住和“安置”的方式取决于她们独特的履历、与学校富有表现力的文化的互动、以及他们在这些课外空间中动员的随后的社交网络、运动和实践。通过这些日常实践，他们将学校空间变成了一个地方，以他们独特的方式，他们可以称之为家。