偏鄉原住民小學「文化回應的全面性教育」個案研究

A Case Study of Developing Culturally Responsive Comprehensive Sexuality Education in a Rural Indigenous Elementary School

本研究以全面性教育（Comprehensive Sexuality Education, CSE）為目標、文化回應教學（Culturally Responsive Teaching, CRT）為方法，在偏鄉原住民小學發展文化回應的全面性教育（Culturally Responsive Comprehensive Sexuality Education, CRT-CSE）。研究採單一個案—嵌入式多單位分析，透過學生、家長、教師與學校等多元資料，探究性教育在地實踐的文化意涵。研究發現，偏鄉性教育場域存在三個關鍵「縫隙」：師生文化差異所形成的認知縫隙、學校制度與家庭生存條件之間的結構縫隙，以及主流性平語彙與家長常民經驗之間的轉譯縫隙。這些縫隙不僅揭示教育落差，更成為文化轉譯與教學重構的重要入口。本研究提出之CRT-CSE雖整合CSE與CRT兩大理論，然其實踐取向更偏重CRT之精神，強調教師透過自我反思與位置轉化，重構性教育中的知識與權力關係。根據研究歷程，提出四項CRT-CSE原則：肯認多元家庭型態、澄清族群文化與性別交織並建構學習鷹架、解構中產階級視角以發展處境理解式關懷，以及建立親師協作關係。進一步而言，CRT-CSE不在於提供標準化教學模式或課程設計，而在於以教師轉變為核心的專業實踐路徑。偏鄉性教育專業的提升，有賴教師持續辨識文化差異、回應在地經驗，並在教學互動中重構知識與關係。此一理論轉向，為偏鄉性教育提供了一條從「知識導向」走向「文化與關係導向」的重要路徑。

This study aims to develop Culturally Responsive Comprehensive Sexuality Education (CRT-CSE) in a rural Indigenous elementary school, using Comprehensive Sexuality Education (CSE) as its goal and employing Culturally Responsive Teaching (CRT) as its methodological framework. Adopting a single-case design with embedded units of analysis, the study draws on multiple sources of data, including students, parents, teachers, and the school, to explore the cultural meanings embedded in the local enactment of sexuality education. The findings identify three critical “gaps” in the context of rural sexuality education: (1) cognitive gaps arising from cultural differences between teachers and students, (2) structural gaps between school institutions and families’ living conditions, and (3) translation gaps between mainstream gender equity discourses and parents’ everyday experiences. These gaps not only reveal educational disparities but also serve as key entry points for cultural translation and pedagogical reconstruction. Although the proposed CRTCSE framework integrates both CSE and CRT, its practical orientation is more deeply grounded in the principles of CRT. It emphasizes teachers’ self-reflection and shifts in positionality as central to reconstructing knowledge and power relations in sexuality education. Based on the research process, four CRT-CSE principles are identified: affirming diverse family structures, clarifying the intersections of culture and gender while building culturally grounded learning scaffolds, deconstructing middle-class assumptions to develop context-responsive care, and fostering parent-teacher collaboration. Furthermore, CRTCSE is conceptualized as a dynamic process of professional practice. Rather than offering standardized pedagogical models or curricular designs, it highlights teacher transformation as the core of professional practice. Enhancing sexuality education in rural contexts requires teachers to continuously recognize cultural differences, engage with local experiences, and reconstruct knowledge and relationships through pedagogical interactions. This theoretical shift offers an important pathway for rural sexuality education, moving from a knowledge oriented approach toward a culture- and relationship-oriented paradigm.