從男同志學生的霸凌生命經驗省思多元性別友善校園

• Main Author: 陳逸駿
• Other Authors: 陳素秋
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/97787660808941618903

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 102 === This thesis not only explores how gay students develop their methods to face school bullying because of their sexual orientation, but also discloses the gender structure of the sexual orientation bullying in the school. Moreover, through their experiences, the thesis indicates deficiencies of the school environment for constructing a more the friendly campus for gender diversity. To applying the qualitative method in my research, I find four gays who have all experienced sexual orientation bullying in junior and senior school in Taipei, Taichung and Kaohsiung. I explore the experiences of school bullying by in -depth-interview, and analyze the differences between sexual orientation bullying and other kinds of bullying. Additionally, I interview each subject twice and each time for one hour. During the study, I first find that gays in bullying are oppressed by self-identity and the outer environment. And among all kinds of styles of bullying, the relational bullying is the most harmful one for those gay students. For resisting bullying, gay students usually use passive resistance, but some of them, on the other hand, reach high achievement in study to seek protection from teachers. Second, discussing to the structure of bullying and school, I discover bullying is equipped by powerful structure of gender class, known as a gender regime. A gender regime firmly emphasizes the rules of “compulsory heterosexuality” in the gender structure through interaction in schools. Thus, the regime worsens the sexual orientation bullying, and meanwhile marginalizes the gay students. What is worse is that, the teachers become the role of the conspiracy in the processes of the regime. Thrid, discussing to the solving process of bullying, the teachers’ solving methods are still based on the ideology of heterosexual hegemony but almost ignore the problems of the sexual orientation bullying and even deny their students’ sexual orientation. Although two of participants are bullied after the Gender Equity Education Act effect, all of them distrust the solving process of sexual bullying listed in the law. They even claim that they would not use the process even if they had the opportunity. Moreover, students could put themselves in danger of getting trauma of involuntary coming-out, thanks to the process of the reporting in twenty-four hours in the law. Hence, to building up friendly campus for gender diversity, teachers have to not only reflect on their role of the structure of the gender regime, but also try to become an agency through the interaction with students based on the study.