淺析性別平等教育真多元vs.反多元？從惹議的高中公民試題談起

性別平等教育應以開放多元的視野，面對異己或者弱勢性別群體，但是從公共政策的角度來討論，開放尊重對弱勢的關懷，從一種理性思辨的人權提倡，可能轉化為一種力量，而這種力量卻可能在尋求解放過程中不願傾聽反對者意見。本文以高中生反同婚團體主張反同婚的理由試題，使用媒體近用權以行動途徑與不同意見者互動，進行議題討論，試圖以文本分析提出性別平等教育的省思與公共政策審議民主的實踐，試圖呼應性別平等教育的多元本質。

關鍵字

性別平等教育；媒體近用權；審議式民主

並列摘要

Gender Education is supposed to treat sexual minorities and disadvantaged gender groups in a diverse perspective. From the view of public policy, it is an open respect and care for the disadvantaged gender groups. With the intellectual enquires of advocating human rights, it could turn into a force, which might refuse to listen to the opposite opinions. In view of the high school test question of ＂why we do not support the same-sex marriage＂ in the article, the author implemented the right of access to the media as an active approach to discursive in public forum. With the given feedbacks, textual analysis is conducted, providing some sheds to provoke the need for such public policy deliberative democracy to promote understanding of the diverse nature of gender education.

並列關鍵字

gender education ； the right of access to the media ； deliberative democracy

參考文獻

Yang, H.-C. (2018). Young people, friendships and gender learning: Insight from student-produced microfilms and curricular implications. Journal of Gender Studies, 27(6), 694-710. doi:10.1080/09589236.2017.1301809

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朱家安（2017，3月9日）。先說結論，我不覺得這考題有「偷渡反同婚立場」。取自https://www.facebook.com/krisnight/posts/1297904636925426

Google Scholar

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淺析性別平等教育真多元vs.反多元？從惹議的高中公民試題談起

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