在教室說故事的同志運動：同志諮詢熱線的校園同志教育實作分析

Coming Out and Telling Stories in Classrooms: The Analysis of LGBT Education Movement Led by Taiwan Tongzhi Hotline Association

蔡宏富(Hung-Fu Tsai)

指導教授 ： 范雲

國立臺灣大學/社會科學院/社會學研究所/碩士(2011年)

https://doi.org/10.6342/NTU.2011.00479

摘要

隨著2004年通過 《性別平等教育法》，性別教育在校園裡如火如荼地展開，當中的同志教育也開始萌芽。但同志議題並非藉由法律的力量就能順利地進入校園，中間的過程還需經過 不同行動者與策略才能完成。本研究以「台灣同志諮詢熱線協會」的教育小組為研究對象，透過實際的校園同志運動經驗，探討和理解法律與實作之間的差距與困境。首先，本研究發現同志教育在整個性別教育當中，仍處於邊緣的位置，此邊緣化的現象並非理所當然，而是實作上就受到課程安排的結構限制。在現實校園中，許多教育者也只把性別教育當成兩性平等，此種以「兩性」平權為核心思維的性別教育觀念無形地邊緣化同志議題。再來，本研究和社會運動中說故事的研究對話，當真實的同志運動者在教室出櫃現身說故事時，我發現在相對不自由的場域，同志運動者說故事會有不同的策略包裝故事，而非真實地訴說自己的生命經驗。在回應與「性」相關的問題時，運動者也有意識地使用轉化議題的技巧，避而不談敏感的情慾。最後，我觀察到運動者在一場接一場的演講中，開始和自己的生命經驗異化，說故事變成是一個抽離的工作。本研究也參考美國酷兒運動的兩種認同路線爭論，試圖分析同志教育在強調差異與強調相似之間的辯證關係，並反思「尊重多元」的精神應立基在差異而非相似。整體而言，儘管同志教育在校園中仍有爭議，但在傳遞「尊重多元」觀念上，同志現身於教室中說故事，仍為一項有力量的對話工具。

關鍵字

同志運動 ； 同志教育 ； 性別平等教育 ； 說故事 ； 尊重

並列摘要

When Gender Equity Education Act was prescribed in 2004, the gender education was starting in schools, including LGBT education. However, it was not successful to practice LGBT education in Taiwan’s schools. It still needs different actors and other strategies to involve this movement. I observed Taiwan Tongzhi hotline association (TTHA) as my object of study. Through the experience of TTHA’s LGBT movement in schools, I want to discuss the gap between the law and practice. First, I find LGBT education was still in a marginal place of the whole gender education. In practice, the school’s curriculum arrangement makes LGBT education in a limited structure, and many educators have just considered gender education as an education of sex equality. Secondly, based on conversation with storytelling in social movement studies, I find gay activist would not tell their true life stories. By using different strategies to change their own life stories, the activists can tell a good and positive story which avoiding bad plots. In response to students’ sexual questions, the activists consciously used transformational assimilation to talk sex without talking desire. Lastly, telling stories in classrooms unceasingly, the activists were aliened with their own life stories. Storytelling becomes an alienated job in the end. Compared with the argument between two gay groups in America queer movement, I try to analysis the dialectic relation between difference and assimilation on LGBT education, and support that “respects diverse gender” should be based on difference. As a whole, though LGBT is controversial in Taiwan, gay storytelling is still a powerful tool in dialogue and communication with heterosexual teachers and students.

並列關鍵字

LGBT movement ； LGBT education ； gender equity education ； storytelling ； respect

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