運用繪本融入國中小族群及性別平等教育課程之協同行動研究

A Collaborative Action Research on Ethnicity and Gender Curriculum: Using Picture Books as Teaching Materials in Schools

性別與族群是多元文化教育中常被探討的兩個重要面向，若能將性別與族群的議題放在一起處理，可以由性別平等的角度，看到原住民文化中的多樣面貌，也可以由原住民文化的內涵，開拓性別平等教育的新視野。本協同行動研究是和東部關心原住民教育及性別平等教育的教師，運用阿美族傳說故事「女人島」繪本，進行性別與族群的課程設計與教學實踐，探究實施的方式、成效及困難，並涵養教師對多元族群文化及性別平等教育的素養。研究發現，本繪本適用於討論性別平等教育中有關多元文化觀點下的性別權力關係，以議題融入學科方式實施，可同時達成學科及議題之目標。教學實施後，學生對原住民族傳統文化及性別文化有更進一步的認識與尊重。實施過程中，多數教師傾向以複合論多元文化主義觀點來進行轉化，而非採取批判取向。教師遇到的挑戰包括：兼具族群及性別平等意識且圖文皆佳的繪本資源不足；性別與權力概念轉化的難度較高；現場無法及時細緻處理學生各種回應；以及教學設計如何回到孩子的生活經驗，創造孩子在性別權力關係面向的深度參與及討論等問題。不過透過協同行動研究討論的歷程，可形成一個正向增能循環，有助於多元文化素養的涵養及教學知能的實踐。

Gender and race/ethnicity are two important issues in multicultural education. By dealing with both issues in a study curriculum, teachers can explore different points of views of indigenous cultures through gender perspectives and expand new visions of gender education through indigenous cultures. This collaborative action research involved teachers in eastern Taiwan who were interested in indigenous and gender education. Using the picture book, “An island of women”, as the teaching material, the teachers designed a gender and ethnicity curriculum. This study aimed to explore the teaching process as well as teaching effects and difficulties and to cultivate participating teachers’ multicultural literacy on gender and ethnicity. The research results indicated that integrating gender and ethnicity issues into academic subjects was workable, as students had a better understanding about indigenous culture and gender relations. Most teachers were observed adopting an instructional approach based on pluralist multiculturalism rather than taking a critical orientation toward the curriculum transformation. There were some difficulties that teachers faced, including a lack of quality picture books that can successfully deal with issues on gender and ethnicity; the concepts of gender and power were difficult to be dealt with in the curriculum transformation; it was also difficult for teachers to nicely handle students’ responses in the class right away, as well as how to make sure that the instructional designs were relevant to children’s life experiences, so that they could deeply engage in learning and discuss topics related to issues both on gender and power. Nevertheless, through the process of action research a positive empowering cycle was formed in this study, which can help facilitate the cultivation of teachers’ multicultural literacy and teaching practices.