本論文之研究主題為從事太魯閣族社會工作的知識取徑，從自 身家的場域做梳理，釐清在家裡面所經驗到的情緒與標籤，試圖整 理帶有這樣情緒與標籤的太魯閣族社工如何回應社會工作教育訓 練，並期望透過自我敘事以及集體敘說的示範，找出一條太魯閣族 社會工作的知識取徑。 透過自我敘事，重新理解阻礙在我跟我爸媽之間的對話是甚麼 原因?重新理解我為什麼會成為現在的我?並嘗試用另外一個視角 來看懂家裡所發生的事以及伴隨而來的情緒，更重新詮釋了一直以 來貼在我身上的標籤。我透過家族的敘說為基礎，與台灣社會的歷 史做比對，還原自身太魯閣族家庭的歷史脈絡，並與自身太魯閣族 青年夥伴們-太魯閣族學生青年會、加灣部落青年團隊的對話，交 織出我的詮釋方向。 原來，作為一個原住民族/太魯閣族社工，是不能跳過自身的 家庭來看社會工作方法，每一個人的家或許帶有不同的情緒，每一 個人都可能帶有案主經驗，而太魯閣族面對社會標籤的衝突更明 顯，社會工作教育必須要幫助原住民族/太魯閣族社工面對，並給 予支持的空間，對話交織，然後長出自己的聲音重新詮釋。原來這 就是發聲、抵抗。 This study aims to explore alternative ways of doing social work for Truku People. Instead of starting from theories, I begin with telling stories of my family. Through telling, I externalize and clarify the emotions, labels and stigma that construct the traumatic experiences of Truku People. Producing social work knowledge based upon stories of Truku People, rather than objectifying these experiences, offers an critique for the mainstream social work education that fails to support students who suffered from negative emotions and degrading labels which is rooted in the colonial history of indigenous peoples. I have developed an alternative way of Truku social work through self-narrative and collective narrative among Truku people. Through our narratives, I finally understood what has prohibited the conversation between me and my parents. The narrative space provides me a chance to explore the question of who I am. And I try to use another perspective to understand the emotions at my home, and reinterpret the labels that have been attached to me. After telling the story at my family, I am able to re- contextualize them in the history of Taiwanese society. In the process of telling and listening, a space of conversation has been created that my companion of Truku Youth Association and young people in my community of Qowgan can join in the process to interweave a collective narrative of Truku People. I realize that a different way of training an indigenous social work student is needed by encouraging them to learn and understand their own family’ stories. Social work education has to teach indigenous student to face with it, and encourage them to talk about their own stories and to interweave their stories with each other. This process allows them to increase self-awareness, feel empowered. The most important thing is that by reclaiming our voice, we are able to resist the colonial relations.
