性別教育的論述角力：教師的詮釋與想像

The Discursive Conflicts of Gender Education: Teachers' Interpretation and Imagination

10.6429/FES.201106.0039

李淑菁(Shu-Ching Lee)

性別教育 ； 論述 ； 詮釋 ； 性別平等 ； 政策 ； gender education ； discourse ； interpretation ； gender equality ； policy

教育與社會研究

22期（2011 / 06 / 01）

39 - 92

繁體中文

在婦女團體努力及政府支持下，近幾年來，性別教育如火如茶在台灣校園中展開。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.

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