關鍵詞：原住民社工教育; 培力; 原民性; 基層社工; Indigenous social work education; Empowerment; Indigeneity; Front-line social worker;

中文摘要：原住民族社會工作與主流社會工作的不同在哪裡？「夠不夠原住民」以及「怎樣才是原住民」成為原住民族社工教育現場教師和學生共同一直被質問和自我對話的問題。在原民院從事原住民族社工教育與學生互動的過程，觀察到學生學習和生活中的斷裂經驗或受壓迫的現象，加上多年來在系上擔任學生社工實習業務的負責人，在協調學生實習過程和觀察畢業生職涯走向也發現，原住民族社工學生多選擇主流社工機構且畢業生實際回部落服務的並不多。本文嘗試從大安溪部落共同廚房從事組織培力的實務經驗出發，與原住民族社工教學現場的經驗對話，延伸教學疆界至原住民部落，促進社工專業與部落實務經驗的對話。主流的原住民社工教育和研究者們，雖從反思文化上的宰制出發，然而，由於沒有真正理解日常生活情境中的原住民或原住民族，其結果往往陷入了另一種刻板或偏見之弊中。原住民社工專業化，造成原本就在部落好的原住民人才難以成為專業社工；而接受專業教育的社工，返鄉服務往往需再拋棄專業化框架，才能重返實在的部落生活及進行有效的行動。未來原住民族社工教育需要克服專業主義和新自由主義的壓制，在對象的設定上要更多元和開放，也應該發展出更多的部落實踐基地累積現場的經驗並形塑部落社工的真實樣貌。實踐先行從部落工作者們的真實經驗和實務累積出發，回歸以部落為主體的思考和帶領，才有機會扭轉目前原住民族社工走向專業主義的學歷化、證照化和學術領導實務發展的走向。

英文摘要：What is the difference between indigenous social work and mainstream social work? ＂Indigenerity?＂ and ＂How indigenous are the indigenous peoples?＂ have become issues of indigenous social work education. From the process of initiating the indigenous social work education and student interaction in the Indigenous Study College of National Dong Hwa University, and through the experiences and phenomenons of oppression among the students' daily life, this article tries to explore the contexts of the teaching programes and practices. The mainstream indigenous social work education, although reflecting on cultural domination and emphasizing cultural competency, however, often over apply stereotypes or prejudices of indigenous people, because they do not truly understand the indigenous people in daily life contexts. Social workers who receive professional education often need to abandon the professional framework to return to the real tribal life and practical actions. The development of indigenous social workers generally relies on overcoming the oppression of professionalism and neoliberalism, and should implement education under and follow the subjectivity of indigenous tribes.