This study investigates how schoolchildren organise their spatial and epistemic ‘territories’ among peer groups to constitute local social and moral orders in open learning environments. Open learning environments, the result of recent school reforms in Finland, challenge the conventional organisation of traditional classrooms. We use a microanalysis of naturally occurring video-recorded interactions to show the interactional dynamics of how children produce epistemic and spatial territories by creating moment-by-moment unfolding participation frameworks and emotional alliances. We suggest that the lack of institutional structures in open learning environments withholds children from the territorial shelters that exist in more traditional classrooms. Therefore, open learning environments make students and their peer groups more vulnerable in terms of their social face (Goffman, 1955), including their competence and skills, as they are constantly exposed to other people's observations and criticisms of and interventions in their peer groups. Our results shed light on the tendency of human beings to produce spatial and epistemic structures and moral orders where none exist.

本研究调查了学童如何在同龄群体中组织他们的空间和认知“领土”，以在开放式学习环境中构成当地的社会和道德秩序。开放的学习环境是芬兰近期学校改革的结果，它挑战了传统教室的传统组织方式。我们使用对自然发生的视频录制互动的微观分析，通过创建每时每刻展开的参与框架和情感联盟来展示儿童如何产生认知和空间领域的互动动态。我们认为，开放学习环境中缺乏制度结构使儿童无法进入更传统教室中存在的地域庇护所。所以，开放的学习环境使学生和他们的同龄人群体在他们的社会面貌方面更加脆弱（Goffman，1955），包括他们的能力和技能，因为他们经常暴露于其他人对其同龄人群体的观察、批评和干预。我们的结果揭示了人类倾向于在不存在的地方产生空间和认知结构以及道德秩序。