偏遠地區學童的電玩實踐與性別建構—以台北縣烏來地區某國小六年級學童為例

Abstract

本研究採用後結構女性主義觀點，深入調查台北縣偏遠地區國小六年級學童在校的電玩實踐。我們發現，偏遠地區學童多來自原住民或低收入家庭，其電玩實踐不僅受到在地性影響，面對電玩論述時且還凸顯了性別認同。在電玩實踐與性別建構方面，本研究發現：（一）學童不但意識到電玩的性別化特質，也利用電玩來「做性別」；（二）性別影響學童的電玩偏好與品味，即男生偏好採用征服性的電玩型態，女孩則傾向彈性或社交性的電玩型態；（三）學童電玩活動涉及複雜的集體實現與權力抗爭，如同儕團體常在電腦教室裡左右學童的電玩實踐。而學童因害怕被孤立，會避免採用「性別不正確」的電玩型態，而已被排斥的學童則較無這方面的顧忌；（四）採用跨性別的電玩實踐者較性別化的電玩實踐者更易挑戰既存性別模式，並提出另類性別觀。

Based on poststructuralist feminism, this study investigates how sixth-grade students in a remote area play computer games in their computer class. This study finds that the game practices of schoolchildren who come from indigenous and low-income families are influenced and limited by the local culture in which they live. When they play computer games, their gender identity is most prominent in the eyes of others. This work presents four important findings: (1) Schoolchildren are aware of the gendered characteristics of computer games, and also exhibit their gender by playing games. (2) Gender is an influential factor in children’s game preferences and tastes--boys prefer the mastery pattern and girls favor the sociable pattern. (3) Schoolchildren’s game-playing practices are involved in collective accomplishment and power struggle. Within the context of the computer lab, gender-based peer groups will influence and limit schoolchildren’s game practices. Because of a fear of being isolated, they avoid gender-atypical play, with the exception of a few. (4) Cross-gender players are more likely to challenge the preexisting sex differences and to propose the alternative perspective than those gender-polarized players.