高中公民與社會教科書中四大學科的性別論述探究：從公民主體觀點出發
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2018-06-??
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國立臺灣師範大學師資培育與就業輔導處
Office of Teacher Education and Career Service
Office of Teacher Education and Career Service
Abstract
本文旨在以公民主體觀點，探究高中公民與社會科教科書中所包含之社會、政治、法律、經濟等四大學科所呈現的性別論述。分析結果發現，社會學冊次開啟多元性別公民的討論，但仍偏重尊重論述；政治學冊次訴諸所有性別之公民皆應被平等對待，卻也因此忽略了性別議題分析；法律冊次雖部分呈現了性別結構所帶來的壓迫，但在與性別密切相關的婚姻議題中，卻仍以二元性別體制為討論基礎；經濟學冊次將經濟活動中的行動者預設為原子式的理性自利公民，相對忽略分析經濟行為背後的性別結構。依據前述分析結果，本文指出在公民與社會教科書中，儘管政治與經濟二學科的知識內容不同，但卻都同樣預設著去性別、普遍性的自由主義公民主體，也因此導致忽略分析性別結構所帶來的不平等現象。因此，本文建議未來的公民與社會課程之發展應由著根於文化以及鑲嵌於特定群體社會處境的公民主體出發，以有助於引領學生探究與回應公民生活中的性別議題。
Employing the viewpoint of the civic subject, this paper examines gender discourses in the four major areas comprising senior high school civics and society textbooks in Taiwan, namely sociology, politics, law and economics. The results of this analysis show that although sociology has opened up discussions ofmultidimensional gendered citizenship, it still overly emphasizes liberal respect discourse; politics stresses that citizens of all sexes should be treated on equal footing, such that analysis of gender issues is ignored; although the area of law in part brings forth the oppression brought about by gender structure, when it comes to gender-related marriage issues the dual gender system still serves as the starting basis for discussion; lastly, economics presupposes the actors conducting economic activities as atomistic rational citizens acting in their own self-interest, as a result neglecting analysis of the gender structure behind economic behavior. Based on the above analysis, this article argues that in Taiwanese senior high school civics and society textbooks, although the knowledge content in the areas of politics and economics are different, both areas assume a genderless, universal liberal civic subject that precludes observation of the inequalities caused by gender structure. Consequently, this article suggests that civics and society curricula should be constructed on the basis of a civic subject embedded in particular cultures and group relations, which will contribute to directing students to explore and respond to significant gender issues in civic life.
Employing the viewpoint of the civic subject, this paper examines gender discourses in the four major areas comprising senior high school civics and society textbooks in Taiwan, namely sociology, politics, law and economics. The results of this analysis show that although sociology has opened up discussions ofmultidimensional gendered citizenship, it still overly emphasizes liberal respect discourse; politics stresses that citizens of all sexes should be treated on equal footing, such that analysis of gender issues is ignored; although the area of law in part brings forth the oppression brought about by gender structure, when it comes to gender-related marriage issues the dual gender system still serves as the starting basis for discussion; lastly, economics presupposes the actors conducting economic activities as atomistic rational citizens acting in their own self-interest, as a result neglecting analysis of the gender structure behind economic behavior. Based on the above analysis, this article argues that in Taiwanese senior high school civics and society textbooks, although the knowledge content in the areas of politics and economics are different, both areas assume a genderless, universal liberal civic subject that precludes observation of the inequalities caused by gender structure. Consequently, this article suggests that civics and society curricula should be constructed on the basis of a civic subject embedded in particular cultures and group relations, which will contribute to directing students to explore and respond to significant gender issues in civic life.