同志教師在校園互動中的自我呈現──以Goffman戲劇理論進行分析

Abstract

在後同婚時代的台灣，人們似乎對於生活周遭有同志現身、與同志群體互動逐漸感到稀鬆平常，但異性戀中心校園的保守文化，使身處其中的同志教師，仍然較難以同志教師的身分與他人互動。本研究為了解同志教師在校園中如何自我呈現，採用半結構式的深度訪談法，訪問十位於公立高中任教的同志教師，以Goffman戲劇理論為基礎，了解在保守校園文化的結構下，同志教師基於性∕別身分而有別於他人之社會互動情形，並了解其對學校場域的劃界，最後探討除了性∕別之外，其他影響同志教師校園互動的社會因素。 本研究首先指出同志教師在校園中會調整個人門面以符合異性戀矩陣，並遵守異性戀師生互動腳本和異性戀教師生涯劇本，同時透過強調教學能力、與互動對象保持社會距離來保護自身表演不受質疑，而當同志教師的表演出現無意姿態時，則需依靠觀眾的「識相」來化解表演危機。然而，同志教師並非只是順應校園異性戀霸權體制，而是會嘗試與校園中其他同志教師組成劇班、在外部裝置中布置可供同志學生識別的同志相關符號，以及向特定對象現身來突破校園異性戀霸權體制的限制，更甚，同志教師透過不同形象實踐性別平等教育、輔導同志學生和制止歧視言論，來對抗校園異性戀霸權。再者，同志教師在實體空間與網路虛擬空間中的劃界，主要透過觀眾隔離和限制自身行為來達成。第三，影響同志教師在校園中自我呈現的社會因素，除了性∕別政權的宰制，還包括職位位階、社群性別友善氛圍以及地區差異，這些社會因素之所以影響同志教師在校園中的自我實現，是因為掌握權力者可界定且限制情境中合宜符號的使用。 研究者呼籲追求校園性別友善，不應該繼續忽略同志教師的存在，政府應積極透過制度建立友善職場，如此不只能使同志教師在校園中的自我呈現不再需要取捨，也有助於改善同志學生的處境以及推行性別平等教育。

In the post-same-sex marriage era in Taiwan, people seem to have become increasingly accustomed to the presence of and interactions with the LGBTQ+ community in their daily lives. However, the conservative, heteronormative culture within schools still makes it challenging for LGBTQ+ teachers to interact openly with others regarding their sexual identity. This study aims to understand how LGBTQ+ teachers present themselves in the school environment. Using semi-structured, in-depth interviews, the study interviewed ten LGBTQ+ teachers teaching in public high schools. Grounded in Goffman's Dramaturgy, the study explores the unique social interactions of LGBTQ+ teachers, shaped by their sexual/gender identity within a conservative school culture. It also examines how these teachers do their boundary works in different physical spaces and social networks, such as Facebook, Instagram, and dating apps. Furthermore, it discusses other social factors influencing their interactions beyond sexual/gender identity. The study first highlights that LGBTQ+ teachers' performances in schools revolve around heteronormative hegemony. They adjust their personal front to fit the heteronormative matrix, adhere to heteronormative teacher-student interaction scripts, and follow heteronormative life scripts. To protect their performances from being questioned, they emphasize their teaching abilities and maintain social distance from others. When unmeant gestures in their performances arise, they rely on the audience's "act normal" to resolve performance crises. However, LGBTQ+ teachers do not merely conform to the heteronormative hegemony in schools. They attempt to form teams with other LGBTQ+ teachers, decorate settings with recognizable LGBTQ+ symbols, and come out to specific individuals to break the constraints of school heteronormative hegemony. Furthermore, LGBTQ+ teachers combat this hegemony by practicing gender equality education through different personas, counseling LGBTQ+ students, and stopping discriminatory remarks. Additionally, LGBTQ+ teachers do boundary works in both physical and online virtual spaces by isolating audiences and limiting their own behaviors. Social factors influencing LGBTQ+ teachers' self-presentation in schools include not only the control of sexual/gender regimes but also job rank, the gender-friendliness of the community, and regional differences. These factors impact LGBTQ+ teachers' self-presentation in schools because power can define and restrict the use of appropriate symbols in given situations. The researchers call for the pursuit of gender-friendly schools, emphasizing that the presence of LGBTQ+ teachers should not be overlooked. The government should actively establish friendly workplace systems, which would not only relieve LGBTQ+ teachers from making concessions in their self-presentation in schools but also help improve the situation for LGBTQ+ students and promote gender equality education.