我的論文摘要投稿已經被錄取，所以要進一步書寫（加上翻譯＠＠）。
距離上次去美國威斯康辛米爾瓦基AAACE年會發表已經是四年前啦，
這一次，要開始密集訓練了～～～呼呼～～～
希望協會幾個夥伴們可以一起去壯膽、分享台灣教育行動經驗～
ABSTRACT: CAAWS 2010
Dear Cho, Keng-Yu,
We are pleased to inform you that your submitted abstract entitled Reflective action research in
high school gender education: Focus on gender empowerment of teachers and “cool” boys has
been accepted for presentation at the 2nd Congress of The Asian Association of Women’s
Studies. Your paper code is CLG37.
Theme : Debating Gender Justice in Asia
Date : 9th – 11th December 2010
Venue : City Bayview Hotel, Georgetown, Penang, Malaysia
This invitation to present your full research paper at the above mentioned congress is subject to
receipt of the final paper with a brief biography and your payment of the congress registration
fees not later than 18th November 2010. Please write down your paper code in the registration
form.
Attached please see the congress paper guidelines for your presentation.
For additional information, kindly visit our website at www.usm.my/kanita/aaws2010.asp
We look forward to seeing you at the congress this December.
Thank you and best wishes.
[Prof. Cecilia Ng Choon Sim]
The Chairperson of the Scientific Committee
我的摘要如下：（有興趣的就看看囉，給點意見！哈～）
Abstract text (max 300 words，我已經不管字數限制啦＠＠)
Abstract text (max 300 words):
The gender equity movement has been pushed and promoted by Taiwan Gender Equity Education Act established in year 2004. According to this Act, the goal is to first reflect on and deconstruct how conventional patriarchy influences our daily educational activities, whether in society or in school, and further achieve gender equity through education.
Recently, the roles of both boys and men participating in gender equity movement in Taiwan have attracted much attention. Applying reflective action research methodology, this report documents a group of high school teachers, not all of whom are feminists, using empowering education strategy in their teaching. With the help of this strategy, both teachers and high school boys, through their dialogues and activities in class, started to understand how they are influenced and shaped by patriarchal culture. For teachers, they have built, during the process of action research, gender sensitivity towards teaching and interacting with students. For boys, they have become more respectful to girls (e.g. avoid using curses that are denigrating to females.) and more open to diverse gender spectrum and sexual orientation (less homophobic and sissyphobic bullying).
Unlike most past gender research that emphasized curriculum and instrument, this research concentrates on gender power relation between teacher and student, and how teachers’s gender consciousness is empowered. This consciousness makes them realize their past gendered attitudes which they have taken for granted (e.g. boys should study science, while girls are fit for nursing jobs.). Compared with well-structured curriculum design, this study shows that teachers’s gender sensitivity, constructed through reflection in action, plays a more significant role in gender education.
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