當代的性別與學校教育研究都相當重視學生的性／性別（sexuality/gender）文化，因為只有從學生文化的角度，瞭解青少年性／性別學習與認同的建構，才能從事對學生而言有意義的性／性別教育。不過，如何讓學生們能在安全、溫暖的氛圍下自在地展現自己的性／性別認同，同時又挑戰他們的霸權性認同，這是女性主義教師必須面臨的一大挑戰。 本研究以台北市一所私立高職某班做為研究田野，研究期間為一學年（2009年9月－2010年6月）。我們同時採取學生個別訪談、戲劇教育和教室觀察等研究方法，以瞭解學生的生活世界和想法。戲劇教育在本研究的作用，既是一種用來探究青少年複雜的認同與生活世界的研究方法，也是一種解放性的課程實踐。 本文將呈現戲劇課中與學生性／性別認同有關的兩個片段，討論學生在其中呈現的性／性別認同，以及教師如何進行解放性的教學實踐。在第一個場景中，學生集體創作出一封給AV女優的信，信中大量投射了學生自身對性的慾望和想像，本文將藉這份文本討論青少年與色情媒介間的關係，以及具有女性主義意識的教師可以如何回應、面對青少年真實的性慾望。另一個場景則是關於女學生間的隱性霸凌，這個段落將透過一樁班上正在進行的霸凌事件，探討女孩間的性別文化，並呈現教師可以如何透過戲劇教育處理類似的隱性霸凌。

Contemporary research on gender and education frequently emphasizes the culture of sexuality/gender among students. This is because educators can make sexuality/ gender education more meaningful for students only by understanding young people's sexuality/ gender learning and identity from the perspective of students' culture. However, how to make students feel comfortable expressing their sexuality/gender identity in a safe and benevolent environment, on the one hand, and challenging their hegemonic identity, on the other hand, is a challenge feminist teachers must confront. This study takes a class at a private vocational high school in Taipei as its research field. The research period spans one academic year (September 2009-June 2010). The methods in this study include interviews, drama education, and classroom observations. In this study, drama education is both a research method used to investigate students’ complicated identity and life world and as an emancipatory curriculum. The article will present two situations in drama class, showing of the sexuality/gender identity students present, and discussing how teachers can engage in a more emancipatory pedagogical practice. In the first situation, students produce a letter to an adult video actress, and they project their sexuality and desire in the letter. The paper will discuss how youth perceive pornography through the letter and how teachers can respond. The second situation reveals hidden bullying among female students. I will examine these girls’ gender culture and provide some pedagogical suggestions for teachers.