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    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/78679


    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/78679


    Title: 性別教育的論述角力：教師的詮釋與想像
    Other Titles: The Discursive Conflicts of Gender Education: Teachers` Interpretation and Imagination
    Authors: 李淑菁
    Lee, Shu-Ching
    Contributors: 教育系
    Keywords: 性別教育;論述;詮釋;性別平等;政策;gender education;discourse;interpretation;gender equality;policy
    Date: 2011.06
    Issue Date: 2015-09-23 10:54:23 (UTC+8)
    Abstract: 在婦女團體努力及政府支持下，近幾年來，性別教育如火如荼在台灣校園中展開。然而性別教育論述角力，再加上教師們主體詮釋與想像，可能使性別教育的實施開展出不同於決策層次的樣態。本文從後結構女性主義政策理論出發，試圖從微觀層面呈現學校教師詮釋性別教育的方式;論述對教師性別解讀之影響及作用，並提出可能之解釋。本研究發現，儘管不同政策文本之內的論述角力，或文本之間相異的主控論述，性教育論述仍為教師對性別教育主要的詮釋。她/他們對性別平等的解讀，包括尊重人權;尊重男女有別;去性別化的平等;兩性分工協調;男學生不利論等，影響他們對性別教育內涵的看法。教師解讀性別教育為人權教育;是兩性均衡教育;是性教育，但不能講同性戀，且不能包含女性主義。教師對性別教育之詮釋與其對性別平等的解讀密切相關。教師的主體性透過綜合各種論述，挑選出自己認為的性別教育，在揀選過程中，即在主體彰顯的本身，其實又受到各種正常/不正常，倫理/非倫理，符合規範/不符合規範，好與壞的論述力量影響，因此非但從沒偏離主流價值的核心軸線，更參與主流性別論述的生產過程，「平等」的辭彙往往是政治正確下的混搭使用。本文不但呈現性別教育政策傳遞過程的複雜性，也闡述教師角色;學校性別政治;及社會文化因素可能對性別教育的影響。
    For the past decade, the Taiwanese government has been intending to initiate gender reform in educational settings. However, what is actually happening in the school? Teachers` conceptual conflicts not only disclose their susceptibility to a variety of discourses, but also display teachers` powers of agency. Rather than simply representing a drawback or blockage, intentionally or inadvertently selective reinterpretations are virtually influential in claiming legitimacy for gender policy. This paper sets out with the feminist post-structuralist perspective, attempting to investigate teachers` interpretation of gender education, the working of competing discourses, and possibilities, thereby getting grips with the complexities of policy delivery of gender education.
    Relation: 教育與社會研究, 22, 39-92.
    Data Type: article
    Appears in Collections:[教育學系] 期刊論文

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