本文採用自我敘說取徑，透過回溯再建構經驗背後意義，以反思一段親師溝通歷程而引發性別意識覺察的經驗故事。於文中，書寫一個女性初任教師於教學現場挑戰學生父權家庭性別意識，所面臨之角色衝突和侷限，從中試圖揭發女性家庭地位遭受父權體制壓迫的面貌，以突顯婦權受社會建構之性別政治差別待遇的公共議題。緣此，本文研究目的有二，一、探究女性教師面對性別政治的困境與實踐面的難題。二、產生親近性知識，藉由故事的公共性探討父權家庭中女性的位置與處境。資料分析係依據Riessman提出的線性結構，依序為「關注經驗、訴說經驗、轉錄經驗、分析經驗、閱讀經驗」之模式，以時間脈絡序列或意義關聯進行敘說，故事軸線包括性別關係的文化震撼、從抗拒到順從的教師處境、性別意識覺醒後的為難與難為、以及捍衛女性主體的行動，在每段特殊故事轉錄後進行經驗詮釋分析，採交錯呈現。最後，析論家庭性別政治的藩籬、女性教師發聲的困難，以及女性教師展現行動力的可能途徑，作為重構社會性別現狀之參考。

It is a narrative inquiry into how the experiences of a new elementary teacher shifted her gender consciousness during the parent-teacher communication opportunity with one student's mother. This study applies the perspective of feminism to women's family position to represent women's oppressed experiences. It also aims at exploring the challenge of a female elementary school teacher in facing the psychological struggles and role conflicts caused by the patriarchal systems. In to doing so, this study purports to (1) analyze my own personal experiences of raising gender consciousness as a female elementary school teacher, (2) create the knowledge from the narrative inquiry that would provide more reflections and empower women under the oppressive patriarchal system. The presentation of narrative according to the linear structure, named by Riessman, is shifted between the past, present, and future. And the interpretation is following each section of my experiences, such as cultural shocks of gender relationship, the position as a female teacher, the dilemma of practices after my gender consciousness awareness, and the protection of female subjectives for the action. The findings were as follows: (1) the female elementary teachers are oppressed by social gender bondage towards to the culture of silence. (2) the female traditional subjective situated under the politics of family are powerless because they are controlled by their limited space, economics and social gender values constructed by androcentrism. (3) female teachers' chorus is a possible way of promoting their collective action.