Teaching in Dispute: The Experience Interpretation of theTeaching LGBTQ Issue of Civics and Society Teachers in High School
Since the dispute about introducing LGBTQ education into elementary and high schools emerged in 2011， the struggle between different positions on LGBTQ education on campus has been turned from the hidden issue into the bipolar confrontation. This study attempts to explore how high-school Civics and Society teachers interpret the teaching of LGBTQ issue， school climate and the challenge to teaching LGBTQ issue in the context of bipolar confrontation. Semi-structured interviews were used to interview four high-school Civics and Society teachers in this study.The result shows: first， teachers’ interpretation of teaching LGBTQ issue has the tendency of homogenizing thesituation of the homosexual， ignoring the inequality structure of sexual hierarchy. Second， the school has emerged the condition that teachers and students’ positions on LGBTQ issue are classified and named so that cooperation has been obstructed and that the opposition has been strengthend. Third， because the sources of discourse teachers and students can use are confined by the context of the bipolar confrontation， the most of students were silent in discussing when teachers and students discussed LGBTQ issues.
|關鍵詞||同志教育爭議、同志議題教學、公民與社會教師、the controversy of LGBTQ education、the teaching of LGBTQ issue、Civics and Society teachers|