性取向污名之建構、抗拒與轉化：一個同性戀議題的教學實踐
Resistance and Transformation of Students' Perceptions toward Stigmatized Homosexuality
- 關鍵字：
- 同性戀、性別平等、批判教育學、課程發展 / Homosexuality、Gender equity、Critical pedagogy、Curriculum development
第五十輯．第三期 - 2004-09-30
教育哲學的新展望--評N. Blake P. Smeyers R. Smith & P. Standish， ?The Blackwell Guide to the Philosophy of Education? 洪仁進
The Perspective of Philosophy of Education
教育意義的新探索--評D. Carr， ?Making Sense of Education?李奉儒
Li Feng-Jihu
國內教育學門學術期刊評比研究黃毅志、吳武典、馬信行、郭實渝、曾進興、黃秀霜、劉淑蓉
An Evaluation of Education Journals in TaiwanYih-Jyh Hwang Wu-Tien Wu Hsen-Hsing Ma Shih-Yu Kuo Chin-Hsing Tseng Hsiu-Shaung Huang Shwu-Yong Liu
邁向課程實踐理論化的行動研究 林佩璇
Theorizing Curriculum Practice in Action ResearchPei-Hsuan Lin
性取向污名之建構、抗拒與轉化：一個同性戀議題的教學實踐林昱貞、楊佳羚、張明敏
Resistance and Transformation of Students' Perceptions toward Stigmatized HomosexualityYu-Chen Lin Chia-Ling Yang Ming-Min Chang
論全球化的道德處境與論辯倫理學的先驗回歸王俊斌
The Moral Conditions of Globalization and the Retranscendentalization of Discourse EthicsChun-Ping Wang
G. Vico「詩性智慧」的哲學構造與教育蘊義吳靖國
The Philosophical Structure of G. Vico'sChin-Kuo Wu
後現代學校行政倫理及其兩難困境之解決黃乃熒
Postmodern Ethics in School Administration and the Resolution for Its DilemmaNai-Ying Whang
- 摘要
- 英文摘要
- 參考文獻
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在中小學校園裡，正式課程看不見多元性取向的教學；潛在課程處處可見對同性戀的偏見與敵意；主流性教育論述更是隱含異性戀霸權與恐同情結。在這種結構建制下的個人，如果不思省察，很容易變成性別暴力的幫兇。為營造一個「對同志友善」與「多元性別平等」的校園空間，本研究採合作式行動研究的方式，結合校外研究人員與基層教師的資源與智慧，共同設計、發展一堂高中的同志教育課程，以期學生能去除對同性戀的污名與迷思，並嘗試瞭解同性戀、接納同性戀。本研究也希望能提供學校教師作為實施同志教育之參考資源，因此，文中將呈現課程發展的辯證性歷程、反污名教學過程師生對話互動的張力，以及學生的抗拒與回應。最後，並從本次教學實踐中，提煉出實施同志教育課程應注意之原則。
This article utilized collaborative action research for developing and evaluating a new curriculum for senior high school students on changing their phobia， prejudice， and discrimination towards gay and lesbian. Realizing that homosexuality was stigma?tized and mythologized among high school students， the researchers designed a unit of homosexual curriculum for a group of high school students. Two members of the re?search team observed the teaching process while the other one deliver the curriculum. Af?ter the class， students were interviewed and surveyed to evaluate the curriculum ef?fect. Dialectical process of curriculum development， change in students’ perceptions toward homosexuality， and teacher-student interaction process in class was described. Im?plications for gender education were discussed.
