Queering high school biology textbooks
Queering high school biology textbooks
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奇怪的高中生物教科书
DOI：
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发表时间：
2004
期刊：
影响因子：
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通讯作者：
F. Broadway
中科院分区：
文献类型：
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作者：
Vicky L. Snyder;F. Broadway
作为致力于教育所有学生的教师，我们需要更多地了解教学材料如何塑造性和性别的表现。酷儿理论通过对构建实践和信仰的规范的持续解构，提供了科学教育者可以质疑教科书中嵌入的假设的视角。本文运用酷儿理论对美国八本生物教科书进行分析。具体来说，我们问生物教科书如何解决异性恋规范之外的性行为，如果他们宣传heteronormative态度。被审查的教科书提供了震耳欲聋的沉默，防腐的事实，社会消毒的概念，和政治正确的二元性别插图。在这些教科书中，同性恋一词只在艾滋病的背景下使用，沿着静脉吸毒者，他们被确定为受影响的群体。对异性恋行为的普遍接受使那些符合异性恋规范的学生享有特权，并通过遗漏和沉默来压迫那些不符合异性恋规范的学生。我们提供了实践的启示，以帮助科学教育工作者拓宽他们对性和性别结构的看法，以构建新的方式来认识和理解科学课堂和自然世界的差异。© 2004 Wiley Periodicals，Inc. J Res Sci Teach 41：617-636，2004
As teachers committed to educating all students, we need to learn more about how instructional materials shape representations of sexuality and gender. Through its insistent deconstruction of the norms that structure practice and belief, queer theory offers perspectives from which science educators can question assumptions embedded in textbooks. This article applies queer theory to analyze eight biology textbooks used in the United States. Specifically, we ask how biology textbooks address sexuality outside the heterosexual norm and if they propagate heteronormative attitudes. The textbooks examined offer deafening silences, antiseptic factoids, socially sanitized concepts, and politically correct binary-gendered illustrations. In these textbooks, the term homosexuality was used only in the context of AIDS where, along with iv drug users, they were identified as an affected group. The pervasive acceptance of heteronormative behavior privileges students that fit the heterosexual norm, and oppresses through omission and silence those who do not. We offer implications for practice to help science educators broaden their perspectives on the constructs of sexuality and gender to construct new ways of knowing and understanding differences in science classrooms and the natural world. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 617–636, 2004