性別平等通識教育課程的建構與實施：以「性別與社會」為例   全文下載

The Construction and Practice of a Gender Equality Curriculum: The Case of the “Gender and Society” Course

本文以「二十五淑女之墓」歷史事件做教材，採行動研究探討女性主義教學如何應用在大學通識教育，並探討其成果。授課者從尊重學生個人經驗的立場出發，打破二元對立的分析觀點，著重知識的社會建構，協助學生透過參與式學習─走出去、說出來，誘發並培養其性別敏感度。透過女性主義教學所強調的平等與分享的教室氛圍，協助學生指認並同理差異的性別立場與相異的見解，看見性別多元，進而提出批判性的觀點，挑戰傳統性別意識型態。由本課程的實施可見，女性主義教育學的原則與方法，的確有助於喚醒學生的性別意識，對於性別平等教育成果的提昇也產生助益。

This action research study describes and analyzes a course on “Gender and Society，” taught by the researchers as part of the university’s General Education curriculum. Taking the “Twenty-Five Ladies Tomb” event as the topic and gender equality as the focus of analysis， the course explored the students’ ideas and feelings. Research results indicate that combining the strategies of “going out” (field study) and “speaking out” (group discussion) helped students to gradually gain a greater awareness of gender issues. Recognizing individual experiences and respecting different opinions， the course placed instructor and student on an equal level， so that students felt they could converse freely. The logic of binary opposition that grounds the traditional gender duality (male/female) was to a degree broken down due to the freedom of the class discussion format.