The Incorporation of Gender Perspectives into Curriculum and Instruction in Taiwan：Issues Revisited
- 教育学研究 
【中文摘要】目前关于性别融入教学的文献，多着重在性别与学科领域的转化式课程，较少触及融入一词的意义与实务工作者对于融入概念的理解和实际作为。本研究旨在探究“融入” 概念在性别融入教学中的意涵及运作方式，期能提升对于性别议题在教学现场中的实施样态与融入多元性之了解。研究发现:性别概念既融入课程亦融入教学，性别平等议题可被计划性或随机式地带入教学现场，而教师对于性别社会建构观点的了解，是性别平等教育的关键。转化课程内涵中性别不平等的讯息、建构具性别平等概念的文本，是融入课程或计划性融入的首要工作；检视教学环境中以性别为基础的不平等、实施具性别敏感度的班级经营，是融入教学或随机式融入的核心。另有三个性别融入的议题亦于文中讨论:性别教育实作的层次性概念、融入为教学策略或知识形构的区别，以及女性主义教育学和性别融入教学的关联。 【Abstract】Gender equity education is one of the major issues in Taiwan,s educational reform movement. Plenty of discussions have been centered on how to integrate gender equity education with discipline-based instruction. Nevertheless,the concept and practice of the incorporation of gender perspectives into discipline-based instruction has not been thoroughly explored yet. The aim of this study is to understand how researchers and teachers conceptualize its meaning and practice. Teachers’ understanding of the construction of gender within historical,cultural and socio-economic contexts is essential for gender equity education. Examining gender discriminative content inherent in curricular texts and developing gender-sensitive teaching materials are the ways to integrate gender equity with curriculum development. To be aware of gender biases in the schooling work, to develop gender-inclusive teaching strategies, and to create gender-sensitive learning environments are the ways to bring gender equity into instruction. Three issues that may extend the current framework are discussed. First, the levels of implementation need to be distinguished, rather than considering gender equity practice as all-or-none. Second, it is argued that the incorporation of gender equity into curriculum and instruction is not only an issue of teaching,but also an issue of knowing. And third,feminist pedagogy may enrich the practice of gender equity education.