[V24-N1-5] Using ‘classic reading instruction’ to raise students’ gender awareness: Students’ perceptions of their learning experiences at a Taiwanese university

Author Yi-lin Yu
Date 2018년 3월

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Although much research has focused on exploring different pedagogies for cultivating students’ awareness and competencies, few studies have actually looked into how this can be done to develop their gender awareness by exploring the dynamics of classroom interaction. In this paper, I examine the effects of a method, referred to as ‘classic reading instruction,’ used in a gender and literature course, via a qualitative interview study. Forty-one male and female student participants from a Taiwanese university were interviewed and five themes were identified in the data. The findings revealed that most participants affirmed the effectiveness of classic reading instruction for raising their awareness about gender. They were also able to extend this to recognize the influences of family education on them and to comment on sexism in society. In addition, both male and female participants recognized the existence of male privilege, their identification with feminism and its relevance to daily life.

KEYWORDS: Classic reading instructiongender awarenessmale privilegefeminist identificationgender and literature

ABSTRACT IN TRADITIONAL CHINESE

雖然有為數不少的研究著重探究如何運用不同的教學法以培養學生具備不同的意識與能力,但少有類似的研究探索如何藉由教學法增加課堂互動以提升學生的性別意識。據此,本研究以質性訪談研究法檢視在「性別與文學」課程中所運用的經典閱讀教學法的成效。本研究的訪談對象為來自台灣國立宜蘭大學選修本課程的其中41位男女學生,學生的訪談資料經分析共歸納出五項敘述主題。結果顯示,大部分接受訪談的學生皆認可經典閱讀教學確實能提升學生的性別意識。其中亦有不少學生表達,他們所獲得的性別意識讓他們察覺到家庭教育對他們的重要影響,以及存在於社會中的性別歧視。除此之外,幾位男女受訪者皆表示,他們能察覺到自己的男性優越感、對女性主義的認同感以及認知到女性主義跟他們的日常生活是息息相關的。 

 

KEYWORDS: 經典閱讀教學性別意識男性優越感女性主義認同性別與文學