Additive women:Examining the gender consciousness in the textbook on sociology of education in Taiwan
Chiao-Ling Yang(Department of Education National Kaohsiung Normal University)
This paper is, by drawing on feminist perspectives, to examine the gender consciousness in the five college-level textbooks published recently in the field of sociology of education in Taiwan. Despite that feminisms have been voiced and women’s movements unfolded and that feminist discourses have, at least, existed in the field of education when those books were published, neither women’s education nor gender issues gain sufficient attention in them. They are either totally invisible or somewhat visible or distortedly represented. It merits noting that visibility should not be treated as the only or most important mission for feminisms or gender studies. Except for being able to be seen, it is also very important to consider what is seen, how and by whom. With respect to distorted representation, the widespread biases include the reproduction of gender stereotypes, the isolation of gender issues, an unbalanced presentation of feminist theories, and the condemnation and devaluation of women. This paper urges that scholars and theorists in the field of sociology of education commit themselves to understanding and recognizing feminist epistemology and methodology and no longer see gender only as a control variable or mistake men for all human beings. Two suggestions are proposed. One is that more women join in higher education and research institutions, conduct research and make influential decisions in order to increase the potential for women’s consciousness raising. The other is that female scholars need to actively plant and boldly blossom and not let male ones treat them as additional or even misrepresent, displace them. Writing textbooks can be a start.
Feminism, sociology of education, textbooks, gender issues, gender consciousness