同志教育在高中教學的實踐與困境：以公民科為例

Abstract

本研究旨在探討2018年反同志教育的公投後，及108課綱「議題融入」的政策下，高中公民科教師如何在教學現場實踐同志教育。本研究採取質性研究，透過深入訪談法訪談了8位現職的公立高中公民科教師。研究發現，教師們對於同志教育的教學實踐，分為溫和的「融入與尊重」、「主題式課程」到較為激進的「批判與解構」。而在面對衝突時，教師則以「堅持」、「迴避」與「討論」幾種方式應對。本研究的最重要的研究成果為，教師做出的教學選擇並非單一因素所影響，而是包含了宏觀的「政策與社會壓力」、中介的「學校支持系統」與教師個人的信念所影響。

This research aims to investigate how civics teachers in high schools practice LGBTQ education after the referendum against LGBTQ education in 2018 and under the "issue-integration" policy of the 108 curriculums. Through a qualitative approach, I conducted in-depth interviews with 8 civics teachers in public senior high schools. The findings show that teachers' practices of LGBTQ education can be categorized from a moderate "integration and respect" approach, and "thematic courses" to a more radical "criticism and deconstruction" approach. When facing the conflicts, teachers respond with methods such as "insistence," "avoidance," and "discussion." In general, this study shows that teachers' choices when practicing LGBTQ education and facing the conflicts of that are not influenced by a single factor, but are rather shaped by a combination of macro-level "policy and social pressure," "school supporting systems," and the teachers' personal beliefs.