交織性融入高中性別史課程的設計與教學實踐──以「纏足」主題為例

Integrating Intersectionality into High School Gender History Curriculum Design and Teaching: An Example Using the Topic of Footbinding

本研究為纏足議題的性別史教學行動研究，旨在回應教學現場以「添加式」進行性別融入與「同質化女性為受害者」的問題。本研究於高中多元選修課結合交織性觀點與「跨國╱在地」位置性，將纏足置於歷史脈絡、國族階序與性別化種族歧視中，凸顯女性異質性與能動性。研究發現學生修課後能跳脫二元對立史觀，從性別觀點反思男性主導的解纏足運動，並運用交織性概念與歷史思維，將纏足論述置於更大的脈絡，檢視歷史意義建構及既有對纏足之評價，關注女性差異與主體性，並發展同理纏足女性處境之能力。教師亦透過本研究深化對纏足議題與學生知識背景的理解，調整教學策略，並轉化性別史觀點，發展貼近學生的教材。本研究主要貢獻乃展現交織性融入性別史教學的實踐潛力，呼應學界對交織性的重視，並連結歷史教育、性別平等教育與性別研究。

This action research examined the topic of footbinding in a high school gender history course, addressing two persistent issues: treating gender as an“add-on”and flattening women into a single category of victims. An elective course was designed around intersectionality and translocational positionality to analyze oppressors and the oppressed within national and global hierarchies and to examine differences within each group. The curriculum situates footbinding within historical contexts, national hierarchies, and gendered racism, foregrounding womens heterogeneity and agency. After the course, students moved beyond binary framings and critically assessed the male-dominated antifootbinding movement through a gendered lens. Using intersectionality and historical thinking, students located footbinding discourse within a broader context, interrogating both its historical meanings and prevailing evaluations. Students recognized womens’differences and subjectivity and empathized with the choices and circumstances of womens who practiced footbinding. Through the action-research cycle, the teacher deepened her understanding of the topic and students’prior knowledge, refined her pedagogy, and translated gender history into student-centered materials. This study demonstrates the promise of intersectionality in secondary history education, responds to calls in gender history to integrate intersectional perspectives, and helps bridge gender studies with gender and history education.