Dilemma of Gender Equality Education in Taiwan: An Action Research in Curriculum of the Gender Diversities in an Elementary School

• Main Authors: HUANG, CHIN-FENG, 黃青鎽
• Other Authors: CHANG, YIN-KUN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/brvsjt

碩士 === 世新大學 === 性別研究所 === 105 === This study proposes a curriculum framework composed of four aspects of gender diversity: affectionate relationship, sexual orientation, gender traits, and gender interaction, to fill in the gap of gender equality education in elementary schools, which has long been lacking courses on homosexuality and affection. Gender education theories as well as other relevant theories, including feminism and queer education, are analyzed and discussed. Postmodern curriculum theory is adopted to critique pedagogical perspectives, theatre of the oppressed, hidden curriculum theory, and learning community theory to develop the curriculum framework based on Gender Equity Education Act and Gender Equality Education Guidelines established by the Ministry of Education. Action research method was used to design interactive courses for analysis. In such courses, partner teachers formed a learning community to prepare for, observe, and discuss about course content so as to strengthen the framework, assess its effectiveness, and explore the results and challenges. There are three findings from the study: 1. Theater liberalizes interaction among different genders. Bodily performance in conflict scenarios and role dilemmas enhances students’ reflection and dialogue, and raises their awareness of interpersonal issues. 2. Through critique and interrogation, students become aware of the dilemma facing gender minorities which do not fit the male and female binary. 3. Gender equality education is not effective if relevant curriculum is prohibited, stigmatized, and discriminated against. Students should develop multiple responding and antagonizing strategies in case of such oppression. Given the existing issues in gender equality education, this study offers two suggestions: 1. Despite that gender equality curriculum has long been attacked by homophobic parents which may affect the willingness of teachers to promote such education, this social reality also provides a meaningful opportunity for teachers to listen to and care about students’ feelings, guide students in interpersonal relationships, and encourage students to proactively change themselves. 2. Teachers should utilize critical pedagogy and feminism theories as the foundation of gender diversity curriculum to develop reflective and critical thinking in students and to promote a culture of respect and inclusion.