體驗區
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| 篇名 |
國中青少女的綽號性別互動及其對情感教育之啟示：兩所校園民族誌的探究
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| 並列篇名 |
Nicknames and Gender: An Ethnographic Study of Two Junior High Schools
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| 作者 |
平雨晨(Yu-Chen Ping)
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| 中文摘要 |
在國中校園裡，學生們彼此取綽號、叫綽號為日常現象。青少男女透過綽號作為媒介，構築彼此的連繫及建立人我關係。只是，何以多是青少女「會讓」青少男取綽號、叫綽號？又為何多是不雅、且或多或少蘊含性別歧視性質的綽號？對此，本研究以民族誌為研究方法，進入南部兩所國中，探查國中女學生和取綽號者之間的性別互動與性別關係，揭露這之間所透析的意義。本研究發現，在複雜的綽號互動脈絡與情境中，即使綽號或其涵義帶有性別歧視的意味，卻同時可能是青少年同儕培養感情的方式之一。綽號的命名、被命名及使用，都顯出「叫綽號」體現既有的性別權力關係與性別秩序。而在這樣的機制運轉中，以男性為中心的綽號象徵及行動，涵蘊性別學習與關係經營的複雜性。特別是，當這些帶有性別歧視的不雅綽號與女性自我、女性身體、女性氣質、性與情慾等交織在一起時，女學生的能動性有其脆弱性。本研究同時也發現，校園生活中男女學生透過綽號的性別互動，呈現出「錯誤的情感關係」及情感教育的危機與轉機。是以，本研究透過田野現場，揭示學生在同儕互動與建立關係時，女學生所面臨綽號、性別與情感關係的多重性別化處境，進而提出情感教育三點建議，希冀推進國內情感教育於友誼與關係教育之發展。
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| 英文摘要 |
Nicknaming is common among Taiwanese junior high school students. Through naming and being named, students build connections and identities. It is also noteworthy that most nicknames are offensive, even sexist, and are given by boys to girls with little resistance. The reasons and meanings behind this gendered phenomenon remain unexplored. To this end, this study conducted an ethnography of two junior high schools in southern Taiwan, in order to explore the gendered interactions of nicknamed girls and their namers as interpreted through the lens of symbolic interactionism. The research findings are summarized as follows. First, the nicknames given to junior high school girls are predominantly sexist, despite efforts to enhance “gender equality education” in recent years. In fact, girls’ nicknames were commonly associated with their bodies or body parts, embodying a paradoxical complex involving aspects of both misogyny and philogyny. Second, as sexist nicknames represent androcentric, heteronormative values, which may be commonly expressed among adults, sexist nicknames may be tacitly legitimized. As such, the boundary between nicknaming and bullying becomes blurred, which makes it more difficult for girls to discern and resist bullying. Third, given a lack of emotional awareness and maturity, nicknaming may serve one means of building intimacy and peer solidarity, even though the nicknames themselves are offensive. As such, while girls are, to some extent, trapped within a gender power structure, they, as co-players in symbolic interaction, are able to alter the meaning of sexist names by re-interpretation, translation, reaction, and correction. Thus, teenagers’ nicknames are far more complicated than most adults imagine. The results of this study suggest that teachers should be careful not to ignore students’ desires for and attempts towards building relationships, while simultaneously identifying and addressing bullying behaviors framed by sexist social structures.
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| 頁次 |
091-132
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| 關鍵詞 |
青少女
、綽號
、性別互動
、情感教育
、民族誌
、teenage girls
、nicknames
、gender interaction
、emotional education
、ethnographic
、TSSCI
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| 卷期 |
21:1
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| 日期 |
202106
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| 刊名 |
臺灣教育社會學研究
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| 出版單位 |
臺灣教育社會學學會
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| DOI |
10.3966/168020042021062101003
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