社會工作教育反思：承諾抑或背叛？

隨著臺灣自1990年代初普及大學教育的國家政策、及1997年社工師證照化後，相關社工系所數目急速增加。本文以社工教育組織為主軸，試圖剖析其資源競逐、社工實習、本土化、倫理與性別／文化敏感教學的師生互動。作為主要培育未來專業助人者的學院機構，社工系所的教師聘僱標準、升等／表現評鑑，無疑也會直接影響師生互動的體質。社工教師個人的能動性是否能掙脫被學院組織結構制約的宿命？而社工教育機構在國家規訓專業的過程中該如何自我定位，避免不自覺成為共犯結構的一員？當我們討論社工組織內實務工作者與案主的權控關係、或實務工作者與組織共謀壓迫案主時，是否也能反思在專業人員的養成階段，社工學生與其系所及教師的互動，是否會複製成為其後她／他與案主的權控關係？作者在文末建議以專業組織及相關工會作為改變的機制。

關鍵字

社工教育；性別及文化敏感；教育雙軌化；專業組織；權控關係

並列摘要

Since the higher education popularization policy in the early 90's and the Social Work License Act of 1997 took effect, the number of social work departments in Taiwan has increased dramatically. This article tries to examine how the social work educational organizations struggle for resources, practicum designs, indigenization, and positive faculty-student interaction while facing ethics and gender/culturally sensitive teaching requirements. The criteria for faculty recruitments and performance evaluation of teaching staff by the social work departments definitely have also had impacts on the quality of their faculty-student relationship. Is it possible for the faculty individual actions to reverse the negative conditioning of his/her host institution? As educational organizations, how social work departments could be self-directing and avoid becoming conspiracy of the state while the latter over regulates the professions? When the professionals overpowering their clientele, or together with the human service organizations oppressing their clientele have been continuously criticized, reflection on social work education is necessary so that the negative faculty-student interaction would not be transformed into the future professional relationship at the human service organization, after the students become the practitioners. In conclusion, professional organizations and unions are proposed to be the change agents..

並列關鍵字

social work education ； gender and culturally sensitivity ； dual-track education ； professional organizations ； power control relationship

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社會工作教育反思：承諾抑或背叛？

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