國民中小學九年一貫藝術與人文學習領域教科書性別意識形態之研究--以視覺藝術範畴為例--

Abstract

國民中小學九年一貫藝術與人文學習領域教科書性別意識形態之研究 -- 以視覺藝術範疇為例 -- 摘 要 隨著教育的改革與多元開放，兩性平等日益受到重視，不僅全球各國開始普遍面對兩性之間的不平等問題，致力於兩性平等目標，且亦成為國內教改的重大議題之一。九十學年度實施九年一貫課程更將兩性平等〈gender equality〉教育列入融入七大學習領域之重大議題中。因此，在強調兩性平等的今日，筆者身為國小藝術與人文領域的視覺藝術教師，發覺藝術與人文教科書在視覺藝術的內容部份，女性視覺藝術家或及其作品出現的比例可說是屈指可數。故在這二十一世紀的今日，女性藝術家漸漸被發掘出來之時，教科書怎能再將女性藝術摒除在外呢？由此，本研究針對國中、小九十二學年度審定通過之康軒版、翰林版及南一版藝術與人文教科書中視覺藝術範疇的內容，採用內容分析法檢視其中是否隱含有偏頗的性別意識形態。 本研究結果歸納如下： 一、 兩性視覺藝術家出現的比例方面：國中、小教科書中男性視覺藝術家的人數以壓倒性的數量勝過女性視覺藝術家的人數。 二、 兩性視覺藝術家作品出現的數量方面：國中、小教科書中男性視覺藝術家作品的件數亦以壓倒性的數量勝過女性視覺藝術家作品的件數。 三、 內文中兩性視覺藝術家的角色特質方面：在國小教科書內文中，不管是男性或女性視覺藝術家，皆以中性角色特質居多；而在國中教科書內文中，男性視覺藝術家以中性角色特質佔多數，女性視覺藝術家則以陽剛性角色特質居多。 四、 視覺藝術品中人物圖像的性別角色類型方面：在國中、小教科書中皆以「傳統性別角色類」的作品佔多數，其次是「無關性別角色類」的作品，而數量最少的則是「顛覆性別角色類」的作品。 最後，根據上述的研究發現，研究者對教科書出版商及未來相關研究提出若干建議。

A Study of Gender Ideology in the “Art and Humanity” Textbooks of Elementary and Secondary Schools Levels -- Taking the “Visual Arts” as an Example -- Jung-Yi Liu Abstract Along with the educational reform and multicultural development, many countries increasingly pay more attentions to gender equality issues and are working to improve it. So far this issue has turned into a critical agenda in our educational reform. During the 90th academic year of implementing the nine-year-consistent curriculum, the Government formally includes gender equality education as an important subject within the seven learning areas. As a Visual Art teacher in the elementary school, I found that female artists and their works are rarely presented in the contents of Art and Humanity textbooks. Today in the 21st century, as more and more successful female artists are being recognized, should our textbooks continuously leave the female art behind? Therefore, I would like to review the Art and Humanity textbooks for the versions published by Kang-Hsuan, Han-Lin, and Na-Yi publishers in the 92nd academic year. Through content analytic method I can examine if the gender biases exist or not.

Key findings are summarized as: 1. Proportion of male/female visual artists’ appearance in elementary/secondary school textbooks: the number of the male visual artists is overwhelmingly more than the number of the female visual artists. 2. Proportion of male/female visual artists’ works appeared in the textbooks: the number of works from the male visual artists exceedingly surpasses the number of works from female visual artists. 3. The character of male/female artists in textbook articles: in articles from elementary school textbooks, male and female artists both appeared “neutral character”. In the articles of the secondary school textbooks, most male artists appeared “neutral character”, but most female artists appeared “masculine character”. 4. Gender-role-play for figures in the art works: for both the elementary school textbooks and secondary school textbooks, “the traditional gender-role-play type” artworks compose the most. The number of “the non-gender-relate type” artworks is in second place, and the number of “the anti-traditional gender-role-play type” artworks is the least. Finally, based on this study’s conclusion, recommendations are provided in two aspects: the publishers of the textbooks and the execution of relevant researches.