性別化的課程轉化：高中公民與社會科教師的性別議題教學

GENDERED CURRICULUM TRANSFORMATION: THE TEACHING OF GENDER ISSUES OF HIGH SCHOOL'S CIVICS AND SOCIETY TEACHERS

本研究旨在探討不同性別的高中公民與社會科教師如何進行教科書性別議題的課程轉化並分析其差異。本研究採個案研究法，邀請臺灣北部地區一所男女合校高中之公民與社會科男、女教師各一位，以其任教的一年級班級為研究場域，透過參與觀察、訪談與文件分析等方法蒐集資料。研究發現，教師對教科書性別議題的理解與詮釋因性別而異，其傾向以自身性別經驗詮釋性別議題。男教師認為教科書太偏女權，因此從性別不均衡的教科書另闢蹊徑，於教學時多闡述男性經驗與處境；女教師則大致贊同教科書內容，進而挖掘並批判教科書隱而不見的性別歧視。此外，男教師強調社會結構對性別的影響；女教師則從生理性別出發詮釋性別，這是一種性別化的課程轉化。然而，性別經驗的侷限使男、女教師的課程轉化忽略整體社會的性別建構意義、認為自身性別為父權社會下實質的受害者，教師的性別運作課程與教科書的正式課程仍有落差。

The purpose of this study was to analyze the gender differences between male and female Civics and Society teachers in their curriculum transformation of gender issues as presented by textbooks. The participants of this study were two Civics and Society teachers—one male and one female—as well as their students who were senior high school students in northern Taiwan. This study is a case study which utilized participant observations, interviews and document analysis to collect data. Results showed that the male teacher and the female teacher each had different interpretations of gender issues because of their different individual gender experiences. The male teacher believed that the textbook was biased towards women's rights. In response to this perceived bias he searched for and utilized different approaches that were not provided by the gender-imbalanced textbook. The female teacher agreed with most of the textbook supplied content and she attempted to uncover and criticize gender discrimination. The male teacher emphasized the influences social structure has on gender experience, while the female teacher interpreted gender issues from the perspective of biological sex. This is a kind of gendered curriculum transformation. In addition, both teachers neglected to focus on the social construction of gender meaning because of their limited gender experiences. There was also a gap between the teachers' implemented curriculum and the formal curriculum.