邊緣與跨界：中等師資培育性別教育課程知識／權力關係之女性主義分析   全文下載 更多文章

Marginalization and Border Crossing: A Feminist Analysis of Knowledge/Power Relations in the Gender Education Curriculum of Secondary Teacher Education Programs

本研究旨在瞭解中等師資培育機構性別教育開課情形，從女性主義觀點探究教育學門與師資培育課程的知識／權力關係。
研究發現，性別教育課程位處邊緣，授課教師性別比例傾斜；授課者多把喚醒個人的性別意識視為課程目標之一，甚至是唯一的目標；儘管「個人即政治」之信念備受重視，教職女性化相關主題較少成為獨立的單元內容；性別概念／理論基礎受到重視，但女性主義／婦女運動付之闕如；單一課程有其侷限，分離論或統整論都反映出學門知識與師資培育課程的權力關係。本研究主張認真看待性別平等的價值，師培機構提供更充分的相關課程，教育學者透過模糊化、斷裂與跨越，鬆動學門界線，致力於師資職前教育性別教育課程目標的發展、核心概念的建構、教材與教法的研發。

This study aims to understand the range of courses offered dealing with gender education in secondary teacher education institutions, and to analyze knowledge/power relations in the field of education and teacher education courses from a feminist perspective. The study finds that gender education is marginalized, and the gender ratio of instructors is extremely unbalanced. The majority of instructors emphasize raising gender consciousness as an important and sometimes even sole objective. Although the belief that “the personal is political” is stressed, issues related to the feminization of teaching are rarely treated independently. Most syllabi deal with concepts fundamental to gender, but very few include units on feminism or women’s movements. Both separationist and integrationist views reflect power relations within disciplinary knowledge and teacher education curricula. This article argues that the value of gender equity should be taken more seriously, and that a more complete range of gender-related courses be offered in teacher education programs. Educational scholars need to loosen disciplinary boundaries, in order to develop curricular objectives, construct core concepts, and develop teaching materials and methods for gender education in teacher education.