Coming Out and Telling Stories in Classrooms: The Analysis of LGBT Education Movement Led by Taiwan Tongzhi Hotline Association
Date Issued
2011
Date
2011
Author(s)
Tsai, Hung-Fu
Abstract
When Gender Equity Education Act was prescribed in 2004, the gender education was starting in schools, including LGBT education. However, it was not successful to practice LGBT education in Taiwan’s schools. It still needs different actors and other strategies to involve this movement. I observed Taiwan Tongzhi hotline association (TTHA) as my object of study. Through the experience of TTHA’s LGBT movement in schools, I want to discuss the gap between the law and practice. First, I find LGBT education was still in a marginal place of the whole gender education. In practice, the school’s curriculum arrangement makes LGBT education in a limited structure, and many educators have just considered gender education as an education of sex equality. Secondly, based on conversation with storytelling in social movement studies, I find gay activist would not tell their true life stories. By using different strategies to change their own life stories, the activists can tell a good and positive story which avoiding bad plots. In response to students’ sexual questions, the activists consciously used transformational assimilation to talk sex without talking desire. Lastly, telling stories in classrooms unceasingly, the activists were aliened with their own life stories. Storytelling becomes an alienated job in the end. Compared with the argument between two gay groups in America queer movement, I try to analysis the dialectic relation between difference and assimilation on LGBT education, and support that “respects diverse gender” should be based on difference. As a whole, though LGBT is controversial in Taiwan, gay storytelling is still a powerful tool in dialogue and communication with heterosexual teachers and students.
Subjects
LGBT movement
LGBT education
gender equity education
storytelling
respect
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