陽剛少女國中校園性別操演的敘事探究

A Narrative Inquiry of Masculine Girls' Gender Performativity at a Junior High School

吳怡慧(Yi-hui Wu)

指導教授 ： 董秀蘭

國立臺灣師範大學/教育學院/公民教育與活動領導學系/博士(2011年)

摘要

自從2004年制定性別平等教育法之後，校園中的性別少數學生（非主流性別氣質、同志、跨性別）的權益，已經明確受到法律保障，性別友善校園不僅是性別少數學生的權益，更是所有教育工作者的義務。但是，在異性戀與陽剛霸權持續宰制著校園性別秩序的同時，這些性別少數學生的主體性仍受到傳統性別規訓的壓抑。

鑑於陰柔氣質男學生的研究日增，而缺乏陽剛氣質女學生的研究，我的探究乃從個人教學現場經驗出發，以敘事探究的研究方法，從後結構女性主義的視角，探究國中陽剛少女校園性別實踐與操演的歷程。

我主要的發現如下:其一，因為男陽剛/女陰柔，人人都是異性戀的性別鑄模牢不可破，使得陽剛少女因為其身體扮裝與非主流的性別氣質而被指涉為同性戀，校園性別政權試圖以此收編性別少數學生；其二，陽剛少女對於性別規訓有著既馴服又抗拒，既抗拒又再製的多重性歷程。她們以自己的身體扮裝與陽剛操演抗拒性別鑄模的線性歷程，但在性別觀念上也有女生說髒話就破功、長髮T很可怕、女生比較不會打籃球等性別二分對立的觀點；其三，陽剛少女的性別位置乃隨情境而變動。在與同儕的互動相處上，陽剛少女的性/別是不固定的，與男學生進行的身體遊戲，陽剛氣質讓陽剛少女的身體去(異)性化就是把自己當兄弟看，對方是女學生，則陽剛少女的身體又成為陰性；其四，從陽剛少女的故事中，我也從自身的教學反思到教師性別意識開啟之不易，但持續更難；其五，性別化的校園空間複製性別意識；其六，性別平等有時成為政治正確的口號；社區與社會的性別意識型態對學校的影響力不容小覷。

最後，我建議運用敘事探究來解放教師的性別意識型態，強調歷程性的活動；設計以性別少數學生為中心的課程，如束胸的穿著與選擇，以性別少數學生的故事為核心；最後，在性別平等教育的活動設計，應該涵括圍牆外的學區，以減緩社會性別霸權削弱學校的性別平等教育理想性。

關鍵字

青少女 ； 陽剛少女 ； 男人婆 ； 陽剛氣質 ； 性別操演 ； 敘事探究

並列摘要

Since the enactment of the Gender Equity Education Act in 2004, non-mainstream genders (sissies and tomboys, homosexuals, or the transgendered) at school have seen their rights enjoy clear legal protection. A gender-friendly campus has not only become the right of non-mainstream genders, but also the duty of educators. However, while heterosexual and masculine hegemony continue to dominate the campus gender order, the subjectivity of non-mainstream genders is still oppressed by traditional gender disciplines.
As research on feminine male students increase daily, and given the concomitant insufficiency of studies on masculine female students, this study aims to elicit from my personal teaching experiences, through a narrative inquiry methodology, applying the post-structuralism feminist perspective, to better elucidate the life stories of masculine girls in junior high school gender practice and performativity.

My main findings include: First, that women ought to possess femininity, men must own masculinity and everyone must be heterosexual is an unbreakable gender constellation. Therefore, masculine girls will be treated as homosexuals in light of their physical appearance or dress and their minority sexual temperament, while the official campus gender regime attempts to embody such students of non-mainstream genders. Secondly, masculine girls regard gender discipline with an obedient but resistant, and resistant yet reproductive multiple process. Through their physical appearance, dress, and masculine gender performativity, they actively resist the stultifying linearity of imposed gender constellations, while also holding to gender perception that it is improper for females to speak swear words, or that long-haired tomboys are frightening, that girls are not as good at basketball as boys, and similar dichotomous gender perceptions.
Thirdly, masculine girls’ individual gender spectrum is changeable, subject to the situations they face. When interacting with peers, the masculine girls may enjoy a flexible sex/gender transition. The masculine girls may liberate the female body to be just “one of the boys” when engaged in physical play with male students; while become feminine again in the company of female peers. Fourthly, from the masculine girls’ stories and my own teaching reflections, I recognize that awakening teachers’ gender consciousness is not easy and maintaining such consciousness is even more difficult. Fifthly, the gendered campus space duplicates gender ideology; Sixthly, gender equality sometimes is merely reduced to a politically correct slogan; communities and the greater society maintain considerable effects on gender consciousness in school, which should not be underestimated.
In conclusion, I suggest implementing narrative inquiry to liberate teachers’ gender ideology, emphasizing a holistic development; designing a student-centered curriculum which focuses on non-mainstream genders— for example, fashion or dress choices of chest binders— taking the experience of gender minorities as the core focal point of attention. Finally, when designing gender equality activities, the content should extend beyond the campus, to reduce the impact of social gender hegemony on the school ideals of gender equality.

並列關鍵字

teenage girls ； masculine girls ； tomboys ； masculinity ； gender performativity ； narrative inquiry

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