家庭休閒的性別教育

Gender Education in Family Leisure

杜娟娟(Jane Du)

《女學學誌：婦女與性別研究》 25期 (2008/06) Pp. 45-86

https://doi.org/10.6255/JWGS.2008.25.45

摘要

本研究旨在檢視家庭休閒中所蘊含的性別教育議題。研究採深入訪談法探討9位婦女的主體經驗，藉此瞭解家庭休閒中的性別分工、婦女對子女休閒所抱持的性別教育觀，以及性別角色抗拒的可能機制。研究顯示，婦女的家庭休閒生活無論是在親子休閒活動類型、家庭節慶以及家庭旅遊規劃上，普遍具有性別化的現象，這表示家庭休閒具有性別角色代間傳遞的潛在功能；然而，婦女對於子女休閒活動的態度，卻呈現不同的性別教育觀，分別是：性別生物觀、結構功能觀與個別差異觀。性別生物觀認爲男女先天就不同，休閒活動應配合其生物性的性別差異；結構功能觀認爲，子女的休閒應該發展符合社會期望的性別角色與能力；反之，個別差異觀則重視子女的個別差異，透過休閒活動培養子女發展不同的個性與能力。婦女性別教育觀的個別差異顯示家庭休閒不必然再製傳統性別意識形態。進一步研究發現，婦女對本身性別經驗的反思以及知識論述的轉化具有性別角色抗拒的潛在機制。最後，研究建議推動性別敏感的休閒教育以及建構批判性的性別論述以促進性別平權教育的實踐。

關鍵字

家庭休閒 ； 婦女 ； 性別分工 ； 性別教育

並列摘要

This study examines gender education in family leisure. Using in-depth interviews, nine women's experiences were analyzed to explore gendered divisions of labor in family leisure, women's gender perspectives on children's leisure education, and the possible mechanisms of women's resistance to gender roles. The findings reveal that women's family leisure is gendered in various ways, including leisure with children, family festivals and planning family travel. This implies family leisure may function as a means of intergenerational transmission of gender roles. However, women's attitudes regarding children's leisure reveal different gendered perspectives, which can be categorized as biological, structural-functional, and individual differences. The biological perspective states that children's leisure should correspond to their biological sex since boys and girls are genetically different. The structural-functional perspective, however, regards children's leisure as a way of developing socially accepted gender roles and capabilities. Firally, the individual differences perspective values children's ability to develop their own distinct personalities and capabilities through leisure. Differences in women's gender perspectives suggest family leisure may not necessarily reproduce gender ideology. In addition, women resist gender roles by reflecting on their own gendered experiences and by changing how they talk about knowledge. In the end, advocacy for gender sensitive leisure education and the construction of critical gender discourses are suggested to facilitate the practice of gender equity education.

並列關鍵字

family leisure ； women ； gendered division of labor ； gender education

參考文獻

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