性別平等教育融入原鄉小學族群文化課程之研究：以性別分工為例

性別不平等與性別分工有密切關連，然而原住民族文化中的性別分工有其與主流社會不同之文化意涵。本研究結合多元文化教育中性別與族群雙重面向，以協同行動研究與原鄉小學教師合作將性別分工議題融入學校本位族群文化課程，探究教師課程與教學轉化歷程及對學童之影響。研究發現課程轉化設計基礎包括：部落與學校的信任關係、教師的族群與性別雙重素養及教學轉化知能；教學轉化策略包括：邀請突破傳統性別分工的女性楷模分享、由實作中肯定能力不受傳統性別分工限制、以及肯定學生突破性別分工及刻板印象的表現。研究結果顯示多數學生皆能去除傳統性別分工刻板印象，樂意學習各類文化活動，因此將性別平等融入文化課程可達成性別平等教育與原住民族教育雙贏之成效。然研究亦發現與強烈男性陽剛特質連結的性別分工和刻板印象較不易撼動。

關鍵字

文化課程；性別分工；性別平等教育；原鄉小學；教學轉化

並列摘要

There is a unique meaning of gender division of labor in the indigenous cultural context. The transformative curriculum and teaching of gender and ethnicity could facilitate exploring the concept of intersectionality in multicultural education. The researcher of this action research collaborated with a teacher in an indigenous elementary school. By applying transformative teaching in an indigenous culture-based curriculum focusing on the gender division of labor, we hoped to explore the process of transformative teaching and its effects on students. The results indicate that rapport between school and community, teachers' literacy of gender and ethnicity, and transformative are essential elements in curriculum design. Transformative teaching approaches include inviting unconventional female role models to share learning experiences, breaking traditional gender division of labor through practicing, and recognizing students' unconventional performance. Most students in the study were able to eliminate stereotypes about gender division of labor and were open to learning various cultural activities. Therefore, it was a win-win situation for gender education and indigenous education. However, the research also finds that it is more challenging to change stereotypes connected to masculinity.