other ABSTRACT Traditionally, men s perspective dominates human activities through power mechanism. Women s self-awareness challenged the existent epi

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1 Examining Gender Issues in Education Hui-Ling Pan

2 other ABSTRACT Traditionally, men s perspective dominates human activities through power mechanism. Women s self-awareness challenged the existent epistemology The alternative thinking feminists developed enables us to examine critically the issues of equity and difference in the society. This paper explores gender issues in education through the lenses of feminism. Four parts are included: (1) First of all, the status of women traditionally positioned as the other is analyzed; (2) Four angels, such as curriculum, teacher-student interactions, the use and distribution of space and sexual harassment are used to investigate the current schooling;(3) Gender difference is reanalyzed in order to change our distorted view of females; (4) Finally, several important theories of learning and teaching are discussed under a vision of gender education. Key Words feminism, gender difference, gender education 2

3 Haste, 1994 Tuana & Tong, 1995 Gilligan, 1996 Other Subject Paechter, 1998, p. 9 constructivism situated cognition J. Piaget L. S. Vygotsky J. S. Bruner 3

4 power / / / Haste, 1994, chap. 4 Paechter, 1998, chap. 2 Pedagogy to lead a boy Harding, 1996, p. 111 Dyhouse Paechter, 1998, p. 12 L. Kohlberg Gilligan, 1996, p. 18 Hekman, 1995 C. Gilligan Gilligan, 1996 Paechter, 1998, pp. 4

5 14-15 e.g., Brown & Gilligan, 1992 Sadker & Sadker, 1994 Taylor, Gilligan, & Sullivan, 1995 Sadker & Sadker Wellesley, 1995, pp free play

6 Luke 1994 Swan & Graddol Paetcher, 1998, p. 25 Sadker & Sadker 1994 Sadker & Sadker, 1994, pp. 5-6 Sadker& Sadker 1994 Wellesley, 1995, p. 19 6

7 Sadker & Sadker 1994, p. 56 : Sadker & Sadker, 1994, p. 56 Wellesley, 1995, pp Sadker & Sadker (1994, p. 50) Dixon, 1997 Schilling, 1991 Thorne, 1993 Paechter, 1998, pp

8 83 Sadker & Sadker, 1994 Wellesley, 1995 gaze Draper Paechter, 1998, p. 23 / / / 8

9 Hekman, 1995 Paechter, 1998 Tuana & Tong, 1995 deficiency S. Freud penis envy Rohrbaugh, 1997 Gilligan, 1996 separation attachment p. 8 Attanucci care justice Paechter, 1998, p. 73 Tannen, conversational style talk Murphy Paechter, 1998, p. 76 Head (1996) Gipps 1996, p. 5 holistic 9

10 difference Murphy, 1996, p. 17 Vygotsky, 1978 Vygotsky, 1978 Bruner, 1986 semi-connected Murphy, 1996, p

11 Zone of Proximal Development Bruner, 1986, p. 73 Vygotsky, 1978, p. 86 scaffolding Brown, Collins, & Duguid, 1989, p. 32 Brown, Collins, & Duguid, 1989 gender studies alternative Haste, 1994 Tuana & Tong, 1995 self-awareness 11

12 ( ) Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), Brown, L. M., & Gilligan, C. (1992). Meeting at the crossroads: Women's Psychology and girls' development. Cambridge, MA: Harvard University Press. Bruner, J. S. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard 12

13 University Press Gilligan, C. (1996). In a different voice: Psychological theory and women's development. 34th printing Cambridge, MA: Harvard University Press. Gipps, C. (1996). Introduction. In P. F. Murphy, & C. V. Gipps (Eds.), Equity in the classroom: Towards effective pedagogy for girls and boys (pp. 1-6). Washington, D.C.: The Falmer Press. Harding, J. (1996). Girls achievement in science and technology Implications for pedagogy. In P. F. Murphy, & C. V. Gipps (Eds.), Equity in the classroom: Towards effective pedagogy for girls and boys (pp ). Washington, D.C.: The Falmer Press. Haste, H. (1994). The sexual metaphor. Cambridge, MA: Harvard University Press. Head, J. (1996). Gender identity and cognitive styles. In P. F. Murphy, & C. V. Gipps (Eds.), Equity in the classroom: Towards effective pedagogy for girls and boys (pp ). Washington, D.C.: The Falmer Press. Hekman, S. J. (1995). Moral voices, moral selves: Carol Gilligan and Feminist moral theory. University Park, PA: The Pennsylvania State University Press. Luke, C. (1994). Women in the academy: The politics of speech and silence. British Journal of Sociology of Education, 15, 2, Murphy, P. F. (1996). Defining pedagogy. In P. F. Murphy, & C. V. Gipps (Eds.), Equity in the classroom: Towards effective pedagogy for girls and boys (pp. 9-22). Washington, D.C.: The Falmer Press. Paechter, C. (1998). Educating the other: Gender, power and schooling. Washington, D.C.: The Falmer Press. Rohrbaugh,J. B. (1997). Theories of gender development: Major approaches to diversity, statuses, and power. Unpublished manuscript, Department of Psychiatry, Harvard Medical School, Harvard University Sadker, M, & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. New York: Charles Scribner's Sons. Tannen, D. (1991). You just don t understand: Women and men in conversation. London: Virago Press. Tannen, D. (1994). Gender & discourse. Oxford: Oxford University Press. Taylor, J. M., Gilligan, C, & Sullivan, A. M. (1995). Between voice and silence: Women and girls, race and relationship. Cambridge, MA: Harvard University Press. Tuana, N. & Tong, R. (Eds.). (1995). Feminism & philosophy: Theory readings in theory, reinterpretation, and application. San Francisco: Westview Press. Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press. Wellesley College Center for Research on Women (1995). How schools shortchange 13

14 girls: The AAUW report. New York: Marlowe & Company. 14

紋 (2002) 之研究結果發現, 目前有 15% 以上身心健全的學生, 由於種種因素, 無法受惠於主流數學教學中的教材和教法, 導致學生在數學學習的挫敗, 因此我們應該更認真思考

紋 (2002) 之研究結果發現, 目前有 15% 以上身心健全的學生, 由於種種因素, 無法受惠於主流數學教學中的教材和教法, 導致學生在數學學習的挫敗, 因此我們應該更認真思考運用差異化教學於國小數學領域教學之初探張宇樑國立嘉義大學教育行政與政策發展研究所一教師專業發展應以理解與實施差異化教學為首要任務在 12 年國教政策的推動下, 教師須面對的挑戰就是如何回應與滿足每位學生的需求,