Developing a Gender-Fair Curriculum: A Social Action Approach

• Main Authors: chang hui-chuan, 張慧娟
• Other Authors: Lui mei-hui
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/72770036664693623322

碩士 === 國立花蓮師範學院 === 社會科教學碩士班 === 91 === Developing a Gender-Fair Curriculum: A Social Action Approach Abstract This study adopted action research in my teaching field to develop a gender-fair curriculum with social action approach for sixth graders. There were four purposes of this study. First, to describe the development process of the gender-fair curriculum. Second, to discuss the development of students’ gender awareness, thinking skills and action ability during the implementation of the gender-fair curriculum. Third, to explore the self-reflection on the difficulties I encounter during the action research. The ten-week gender-fair curriculum was organized around the following topics: gender stereotype and prejudice, physical and psychological development, sexual harassment, and gender empowerment. The participants were 33 students of middle socioeconomic level in my class in Hualien city. The followings findings emerged from this study. First, this curriculum put emphasis on the daily life experience of the students and emphasized the ability for the students to reflect and act. Second, the promotion of gender awareness gave help to a better relationship and better teamwork between boys and girls, though sometimes the gender stereotype was existed. Third, the professional growth of the teacher in curriculum design and research ability has been increased. This study proposed the followings suggestions in three aspects. 1. Curriculum development (1) Gender-fair curriculum should put emphasis on the reflection and action of the students. (2) The curriculum should apply cognition dissonance theory and organized around controversial issues. (3) The gender issues should be comprehensively included in the learning areas and even the home-room teacher’s time and class-meeting hours. 2. The revelation of the gender awareness (1) The teacher should apply social action approach to help students to internalize the knowledge into action. (2) The teacher should empower the female students to voice out by positive reinforcement strategies. (3) Role playing, issues-centered approach, and collective action are suggested to use to reduce gender stereotypes, prejudice and discrimination. (4) The curriculum should include the care and power of the parents to have a better and comprehensive effect on gender-fair awareness. 3. The professional development of teachers (1)Teachers should make self-reflection on their teaching beliefs, attitudes toward students, and daily teaching by keeping journals. (2)Teachers should create the opportunities to read, dialogue, and study to improve professional ability. (3) Teachers should develop a learning community to support each other.