作者 ｜
楊巧玲（國立高雄師範大學教育學系）
摘要 ｜
https://doi.org/10.6255/JWGS.202412_(55).02
本研究始於關注學校校長性別失衡這個既持續又跨國的現象，因為在我國要擔任校長，大抵皆經職前師資培育，於是從教科用書性別分析著手。筆者查詢不同資訊系統並交叉比對師資培育機構或單位所開設「教育領導與管理」（educational leadership and management, EDLM）領域課程，發現授課者以男性居多，而修習者則以女性居多，仍然出現管漏現象。進而統計最常被指定的教科用書四本，進行內容分析，展開性別檢視。就量的分析來看，無論是作者、目錄或索引，女性或性別隱而不見，或是既零碎又失衡；就正文和文獻而論，雖然女性或性別相關篇幅、參考文獻有限，但是值得期待，只是經過質的分析後，令人失望。歸納而言，女性主義觀點不是一語帶過或點到為止的勉強出現，就是性別刻板或語帶貶抑的扭曲再現，甚至隱而不見，無視女性主義觀點的貢獻或擦拭其成果。針對本文提問：在教育行政領導相關教科用書中，女性主義觀點還缺席嗎？根據研究結果，可以局部肯定，應不吻合「女性缺席」，但是「女性身影」仍待找尋、「女性的不利與從屬」仍待探究，至於「傾聽女性經驗」、「女性作為對理論的挑戰」、「理論轉型」等階段，則有賴女性主義知識生產及傳播，而這正是教科用書可望發揮作用之處。最後提出兩點建議：師資培育課程應落實融入性別平等教育議題、未來相關研究深掘EDLM知識體系權力關係；三點反思：指認EDLM領域中知識的性別權力關係、缺乏女性作者的教科用書之限制與想像、揭露自身所處位置的政治性立場與意涵。
關鍵字 ｜
女性主義; 校長性別失衡; 教育行政領導; 教科用書; 性別分析; 管漏現象
Title ｜
Is the Feminist Perspective Still Absent?: Gender Analysis of Textbooks in the Field of Educational Leadership and Management (EDLM) in Taiwan
Author ｜
Chiao-Ling Yang (Department of Education, National Kaohsiung Normal University)
Abstract ｜
This study originated from my concern for gender imbalance among school principals in Taiwan, an issue that is often seen as having transnational significance. Analyzing teacher training textbooks revealed a dominance of male instructors, despite a higher number of female participants. Content analysis of commonly used textbooks demonstrated a lack of gender visibility and imbalance in authorship and references. Feminist perspectives were either token gestures or laden with stereotypes, often disregarding their contributions. Regarding the absence of feminist perspectives in educational administration leadership textbooks, while women are not entirely absent, their presence and the challenges they have presented remain underexplored. The stages of listening to women’s experiences and challenging existing theories must rely on feminist knowledge dissemination, an area where textbooks can play a significant role. Two suggestions emerge from this inquiry: first, integrating gender equality education into teacher training and, second, further exploring power relations within EDLM knowledge systems. Three reflections in concluding this paper include recognizing gender power dynamics, addressing limitations of textbooks without female authors, and acknowledging the political implications of one’s position.
Keywords ｜
Feminism; gender imbalance among school principals; educational administration and leadership; textbooks; gender analysis; leaky pipeline