本探究擬從批判教育學觀點，分析九年一貫課程性別議題在課程決定中的知識與權力蘊涵，並從性別、知識/權力與課程的批判分析，來理解性別議題的課程位置，並探討臺灣近期國定課程在統整各個學科過程的知識與權力之爭，隨後介紹九年一貫課程性別教育議題的目標與內涵，來檢討性別平等教育課程政策落實到學校課程實施的可行作法，最後以教師是轉化的知識份子作為實踐社會公平與教師專業認同的進路，並作成結論。

　　　　　The purpose of this study is first to explore gender issues of knowledge and power in the Grade 1-9 Curriculum. It then investigates the interplay of knowledge and power in curriculum decision-making in an attempt to understand the position of gender issues in the integrated Grade 1-9 curriculum. Further, this study considers the proposed introduction of gender issues into the curriculum, both its content and educational goals, and looks critically at the contemporary curriculum implementation of gender equity issues in the Grade 1-9 Curriculum. Finally, this study views teachers not only as transformative intellectuals in pedagogy but also as practitioners of social equity through searching for their professional identity.