同志學生的高中公民與社會課程學習經驗對其性別意識啟發之探究

Abstract

本研究主要探討同志學生的高中公民與社會課程學習經驗，對其性別意識之啟發。基此研究目的，本研究採取質性研究取徑的半結構式訪談法，以男女同志各三名受訪者作為訪談對象。研究結果如下：一、同志學生對於教材內容涉及多元性別與性別不平等相關概念，多半印象深刻。有部分同志學生察覺教材內容潛藏的異性戀主流思維。而針對教材內容呈現尊重包容同志的論述，同志學生有不同觀點。整體而言，同志學生從教材內容感受到安慰與支持的程度不一。二、同志學生印象教師多以講述教學法為主，其次搭配影片或案例教學。教師針對同志議題的教學方式與立場各異。特殊教學內容及教師教學特色令部分同志學生印象深刻。有同志學生認為教師多僅著重在兩性關係的教學。三、同志學生多半印象課堂並未發生師長不友善或同儕歧視等情形。其中有同志學生表示，當教師提到同志相關內容時，同儕可能有開玩笑的反應，但不會感到受傷或不適。此外，有同志學生對於課堂氛圍沒有深刻印象。四、同志學生於教材內容與教師教學的學習經驗，從認知與情意層面啟發其性別意識，使其認識多元性別概念，看見性別不平等現象，並體認到性別平等的價值。根據上述研究結果，本研究之結論如下：一、多元性別及性別不平等概念令同志學生印象深刻。二、教材內容與教師教學令同志學生感受異性戀中心思維。三、課堂並無師長或同儕歧視等讓同志學生感受不友善的氛圍。四、課程學習經驗啟發同志學生認識多元性別與性別不平等，體認性別平等價值。This study aims to explore the learning experience of gay and lesbian students who have gone through high school Civics and Society curriculum and the inspiration of these courses on their gender consciousness. Based on this research purpose, the study adopted a qualitative research approach, utilizing semi-structured interviews with three gay and lesbian students as participants. The findings are as follows:1. Gay and lesbian students generally gained a deep impression of the gender concepts related to gender diversity and gender inequality in the curriculum content. Some students perceived underlying heteronormative perspectives hidden in textbook content. Additionally, there were varying perspectives among gay and lesbian students regarding the presence of respectful and inclusive discourse toward LGBTQ+ issues in the course curriculum. Overall, the extent to which gay and lesbian students derived comfort and support from the curriculum content varied.2. Gay and lesbian students had the impression that teachers primarily employed lecture-based teaching methods, supplemented by videos or case studies. Teachers had varying approaches and positions regarding the teaching methods used for LGBTQ+ issues. The special teaching content and unique teaching styles left a deep impression on some of the gay and lesbian students. Some students believed that teachers primarily focused on teaching about heterosexual relationships.3. The majority of the gay and lesbian students did not perceive any instances of unfriendly behavior from teachers or peer discrimination in the classroom. Among the students, one mentioned that when teachers addressed LGBTQ+-related content, peers might react with joking remarks, but this did not lead to him feeling hurt or uncomfortable. Furthermore, one of the students did not have any profound impression of the classroom atmosphere.4. Concerning the curriculum content and teachers’ approaches, the learning experiences of gay and lesbian students had an impact on their gender consciousness at both cognitive and affective levels. These experiences have sparked their recognition of diverse gender concepts, allowed them to perceive gender inequality phenomena, and appreciate the value of gender equality.Based on the above findings, the conclusions of this study are as follows:1. The concepts related to gender diversity and gender inequality made a deep impression on gay and lesbian students.2. The curriculum content and teachers’ approaches made gay and lesbian students experience a sense of heteronormative thinking.3. The classroom environment did not foster feelings of unfriendliness or discrimination from teachers or peers towards gay and lesbian students.4. The learning experiences within the course curriculum have inspired gay and lesbian students, enabling them to recognize diverse gender diversity, gender inequality and the value of gender equality.