Limited and infinite: a phenomenological perspective on Chinese middle school students' recess experiences

• In Event: Challenging Norms and Navigating Choices: Critical Perspectives on Student Experience, Gender, and Educational Decisions in East Asia

Proposal

Recess, also known as break time or play time, is an indispensable part of school schedules worldwide, typically referring to unstructured time where students engage in self-directed activities without adult supervision or organization (Baines & Blatchford, 2019; Chmelynski, 1998). This period not only facilitates social interactions among students but is also considered crucial for their physical and mental well-being (Hodges et al., 2022). However, the organization of recess varies significantly across countries. In China, this time is referred to as 课间 (kèjiān), literally meaning the gap between classes, lasting approximately 10 minutes and interspersed between roughly 45-minute class periods (Education Dictionary Compilation Committee, 1989). Recently, some Chinese schools have observed a phenomenon where students remain in classrooms during recess, engaging in quiet study either voluntarily or due to restrictions. This phenomenon, termed recess confinement or the disappearing 10 minutes, has garnered widespread attention on social media, becoming one of the top educational issues in China for 2023. In response to this problem, it is essential for educational researchers to move beyond emotional public debates and focus on systematically analyzing the educational, social, and cultural roots of this issue, proposing rational solutions based on data and theory.
Research on students' recess experiences shows significant methodological and focus differences. International studies predominantly use quantitative methods to explore students' attitudes and views on recess. For example, British academics in a national study on school break and lunch times indicates that the majority of students (87%) have a positive attitude towards recess (Baines & Blatchford, 2019). Similar findings from studies in the UK, the US, and Australia reveal that despite acknowledging potential negative aspects of recess, most students still enjoy it (Evans & Pellegrini, 1997). However, these studies are limited by their reliance on quantitative data, which, while providing general attitudes, often falls short of delving into the deeper, more nuanced aspects of students' actual recess experiences. In contrast, Chinese scholars often employ qualitative methods to investigate students' personal experiences and the underlying values of recess. For instance, Ma (2020) conducted an in-depth analysis of elementary school students' recess time, space, and activities, depicting their experiences in restricted environments, such as “inaccessible playgrounds” and “cramped spaces of hunger and thirst”. Despite this, existing research predominantly focuses on primary students, leaving a gap in understanding the recess experiences of middle and high school students. In reality, middle school students possess more mature cognitive abilities compared to elementary school students, making them more amenable to interviews and text collection. Additionally, the transitional nature and the unique age characteristics of this developmental stage endow the middle school student population with significant research value. Moreover, while these studies claim to emphasize students' direct experiences, they often unconsciously substitute actual student experiences with researchers' indirect perceptions. This limitation results in an analytical framework constrained by a simplistic “current situation-problems-solutions” model, failing to capture the full multidimensional and dynamic nature of students' recess experiences.
Given the current state of research and its potential breakthroughs, this study focuses on the recess experiences of middle school students, aiming to answer how students describe their recess moments and how they understand and construct the meaning of these experiences. It seeks to involve students as active participants in the narrative construction of recess research and practice, aiming to reconstruct the most authentic recess experiences of middle school students. It will explore the essence, significance, and educational value behind these experiences, providing a more comprehensive theoretical explanation and practical guidance for recess management and design in educational practice.
The study employs a phenomenological approach suited to researching lived experiences, using a combination of interviews and observations to deeply explore middle school students' recess experiences. The researchers interviewed 25 middle school students across three schools in Shanghai, Hangzhou, and Wuhu, and conducted close observation in a middle school in Shanghai for one month. The interviews used open-ended questions to encourage students to freely share their stories, views, and feelings about recess, while capturing the emotions and attitudes expressed during their descriptions. The observation focused on understanding the climate of specific schools and classes, experiencing the recess environment firsthand, and recording students' actions, states, expressions, and interactions. The researchers maintained sensitivity and critical reflection throughout the observation process to ensure a thorough and nuanced understanding of the recess experience.
The study reveals the rich significance of recess as a unique temporal space in students' daily lives. Firstly, recess encompasses both routine, repetitive activities and vibrant, energetic interactions, showcasing the dynamic nature of students' social engagement and self-identity formation within and beyond their peer groups. Secondly, the construction of meaning during recess reflects the tension between "rest" (休) and "leisure" (闲), as students experience an alternative dimension of life within the constraints of limited autonomy, coexisting with peers, society, and the natural environment. Finally, through thematic reflection, the study highlights recess as a temporary suspension of the educational order, showcasing the complexities of student identity in relation to discipline and resistance, and the redefinition of authority and equality in interactions. These findings deepen our understanding of middle school students' recess experiences and offer new perspectives for educational practice.

Author

• 媛媛 耿