藝術教育工作者如何提昇批判能力與女性主義教學方法？本文主旨在於 分享教學策略，示範以創意運用社交網絡科技，鼓勵並促進學生瞭解視覺文化 如何建構性別。本文透過課堂活動實例，說明筆者建構教學策略理論的基礎， 在這些活動中，學生會從跨國情境裡探索生命，認識當代。這些策略有助於培 養批判能力，探討性別平等議題，及其與社會、經濟、環境正義之間錯綜複雜 的關係。課堂活動旨在揭露自文化中習得的意義和權力關係，如何在創作、消 費、估價、傳播影像的過程中建構性別。討論內容分爲四大主題：（a)性別建 構政治化，（b)促進視覺文化的女權主義批評，（c)增進福祉，（d)利用新媒體 互涉文本挑戰與改變有害建構。在最後一部分，筆者會透過幾個問題來形塑出 轉型式女性主義者聯盟，重視差異之間的相互依存性，培養學生能力，將個人 問題概念化，以政治動員改變壓迫的體制。

How can art educators facilitate criticality and feminist pedagogy? The purpose of this article is to share teaching strategies that creatively employ social networking technologies that encourage and promote an understanding of how visual culture constructs gender. I theorize pedagogical approaches through practical examples of classroom activities in which students explore their own lives， and contempora叩times， within the context of a transnational world. These strategies foster criticality regarding issues of gender equity， which is intertwined with social， economic， and environmental justice. Activities involve exposing culturally learned meanings and power relations concerning gendered constructions of human worth that involves creation， consumption， valuation， and dissemination of images. I employ four themes to organize the inquiry processes: (a) politicizing gender constructions， (b) facilitating feminist critiques of visual culture， (c) creating well-being， and (d) challenging and changing harmful constructions with new media intertexts. In the final section， I raise questions intended to form a transformative feminist coalition that acknowledges interdependence of difference in developing students' ability to conceptualize the personal for political mobilization to change systems of oppression.