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題名:女性社區工作者增權展能歷程之研究--以高雄縣婦女館婦女教育方案為例
作者:吳幸蓉
作者(外文):Hsin-jung Wu
校院名稱:國立中正大學
系所名稱:成人及繼續教育所
指導教授:蔡秀美
學位類別:博士
出版日期:2007
主題關鍵詞:社區婦女教育增權展能高雄縣婦幼館女性社區工作者female community workersKaohsiung County Women Centercommunity women educationempowerment
原始連結:連回原系統網址new window
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本研究的主題為「女性社區工作者增權展能歷程之研究—以高雄縣婦女館婦女方案為例」,主要目的為:
1. 透過高雄縣婦幼館婦女教育方案規劃與執行過程,以暸解女性社區工作者的學習背景。
2. 分析女性社區工作者增權展能的發展過程,並建立增權展能的歷程模式。
3. 探討女性社區工作者增權展能歷程中的關鍵能力,以探析增權展能的內涵。
4. 針對研究結果,對社區婦女教育相關單位,提出建議,提供我國相關單位推動社區婦女教育之參考。
本研究透過文獻資料探討女性主義教育學概念,增權展能和婦女學習、社區發展的相關概念,並探析社區婦女教育的內涵,與相關研究;本研究採取個案研究法,針對三位女性社區工作者進行深度訪談,以及透過參與觀察、文件分析方法,整理資料之後,歸納出女性社區工作者的增權展能發展歷程,並與理論基礎、相關研究進行對話,並據以提出本研究之結論與建議。
本研究的結論如下:
一、 婦幼館的婦女教育方案提供了社區婦女增權展能的學習歷程,且工作者運用實踐策略以促進婦女意識喚醒、增能與行動。主要的增權展能實踐策略包括了:
1.透過多元學習管道以提升女性意識與主體性;
2.鼓勵女性發聲,體驗表達的力量;
3.透過對話理解差異,並發展認同;
4.學習和行動參與的交互進行;
5.置入集體經驗的學習過程;
6.連結女性與社區的經驗;
7.發展批判意識,提供挑戰的機會;
8.工作者發揮多重弁鉬P提供陪伴。
二、 歸納出「女性社區工作者的增權展能歷程模式」,主要的四個概念如下:
1. 增權展能的歷程發生在個人、組織和社區三個層次。
2. 意識喚醒、提升能力、採取行動形成一個動態、循環的相互影響過程。
3. 女性意識具有核心與必要的位置。
4. 學習是女性社區工作者增權展能歷程轉換的關鍵因素。
三、 提出「女性社區工作者的增權展能內涵架構」,包括了個人、組織和社區三個層次。
1. 個人層次:新技能與自信的裝備、重新經驗女性角色、持續學習以獲得能量。
2. 組織的層次:集結女性經驗、建立團隊合作能力、學習當個具有陪伴能力的領導者。
3. 社區層次:編織社區共享的資源網絡、實踐社區共同願景的過程、嘗試改變權力與性別結構。
4. 影響的關鍵因素:兼顧家庭照顧角色。
四、 社區婦女教育工作者在增權展能歷程中的挑戰與反思議題
1. 了解女性照顧者角色的公、私領域議題;
2. 工作者自身的性別意識;
3. 權力分析能力;
4. 掌握學習、行動和批判思考的自我增能歷程。
根據研究結論,本研究針對專業工作者、社區組織、公部門、政策與往後研究提出相關建議:
一、 有關公部門的建議:建立配套措施,開拓鄉鎮婦女學習管道;建立與社區組織平等的合作關係;公部門應長期投入社區婦女教育工作,放棄短期操作的方式;公部門除了鼓勵婦女形成團體,還可以協助進行現有社區組織的轉型;公部門應提供相關在職訓練,承辦者需擁有性別意識、增權展能概念;公部門需要建立跨單位的協調與對話的平台。
二、 有關政策的建議:建立以性別意識與增權展能為核心的婦女教育政策。
三、 有關社區組織的建議:核心領導團隊的共識建立,以發揮增權展能的效益;建立督導與支持系統,提供工作者專業對話與情感交流。
四、 有關專業社區婦女教育工作者的建議:工作者彼此形成團隊,提供支持與對話;發展跨領域的團隊合作能力;專業責任的建立。
五、 以後研究的建議:以婦女組織、社區為研究對象的增權展能研究;女性社區工作者專業能力建立的研究;長期參與的研究,以及建議可採行動研究取向。
The objective of this thesis is fourfold.
1. To understand the educational background of female community workers by studying the planning and execution processes of women education projects in Kaohsiung County Women Center.
2. To analyze the evolving processes of empowerment of female community workers, and thus to construct a model development for the empowerment.
3. To identify the key capability of female community workers in their progression to empowerment, so as to reveal the fundamentals of empowerment.
4. To make proposals to local and national government department for developing community women’s education.
We study the notion of feminist education through literature research, and the inter-relationship among empowerment, women learning and community development. Our research is based on case-studies by performing in-depth interviews with the female community workers, and by participant observation, document analysis, and data processing. From our result, we induce the developing processes for the empowerment of these workers. A dialog with theoretical foundations and related research is opened in order to reach the conclusion of this thesis and to make proposals.
The conclusion of this research us is outlined as follows.
A. The women’s education projects in Women Center provide community women with learning progression for empowerment. Moreover, workers apply practical strategy to boost awakening of women’s conscience, empowering and acting. The major practical strategy includes:
1. creating multiple channels of learning to enhance the notion of feminism and self-reliance.
2. encouraging women to voice, so as to experience the power of assertiveness.
3. appreciating the gender difference through dialogs
4. alternating the processes of learning and taking actions
5. engaging a collective experience of learning
6. connecting women with community experience
7. developing critic attitude and opening room for difference
8. workers providing multiple services and partnership
B. We induce the progression model of empowerment of female community workers. There are four major notions.
1. The progression of empowerment occurs at three levels --- individual, organization and community.
2. There are three elements --- conscientious awakening, boosting ability and taking actions, interacting among themselves in a progress that is dynamic and cyclic.
3. Female consciousness is positioned at the core and is of necessity.
4. Learning is the key factor in the progression of empowerment of female community workers.
C. We infer the infrastructure of the empowerment of female community workers. The followings list the three levels and one affecting factor.
1. individual level: equipping with new ability and self-confidence, renewing the experience of playing the role of a woman, energizing by continuing learning.
2. organization level: collecting and combining women’s experience; constructing capability of team work; learning to be a leader who can be a good company.
3. community level: organizing the network of resources that are shared in the community; developing processes to achieve the common goal of a community; trying to adjust the structure of power and gender.
4. key affecting factor: the additional role of family care-giver.
D. challenges and topics for reflection in the worker’s progression to empowerment
1. understanding the roles of female care-givers in both working and private settings
2. recognizing worker’s gender conscience
3. ability to identify power structure
4. maintaining continued self-development in learning, action-taking and critical thinking.
Based on our research, we make the following proposals to the social workers, community and national government. In addition, we make suggestions for policy-making and direction for future research.
1. proposal to government office: open channels of learning for women in villages; collaborate at equal footings with community organization; prefer investing in long term program of community women education to operating on short term basis. Not only encourage women to establish organization, but also help community to transform its existing organizations; the government should provide on-the-job training, whose organizer should have gender conscience and the notion of empowerment. The government should provide platform for negotiation and dialogs among different organizations.
2. proposal for policy-making: make a policy of women education with gender conscience and the notion of empowerment at its core.
3. proposal to community organization: establish a common objective among the core leaders, so as to have effective empowerment; implement a supervising and support system to provide workers with professional dialogs and mutual belongings.
4. proposal to community women educators: all workers should form a team, and provide mutual support and dialogs; develop collaborations with other teams of different field; take professional responsibility.
5. proposal for future research: targeting researches in women organization and how to enhance professional skills of female workers in a community; research on long term participation; orienting toward action-research.
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游美惠(2001)。性別意識&性別意識型態。兩性平等教育季刊,15,頁98-100。
游美惠(2002)。增能/增權/培力/彰權益能/權力增長。兩性平等教育季刊,19,頁98-101。
游美惠(2003)。行動研究與婦女實務工作者—在探究與實踐的辯證過程中長力量,載於行動檢視—婦女實務工作研討會手冊,頁123-137。
游美惠 (2004)。行動研究與婦女實務工作者—在探究與實踐的辨證過程中長力量。載於高雄縣婦幼館主編,這群吵鬧的女人,頁27-50。
葉秀琴(1999)。已婚女性持續參與讀書會學習之原因與成效之研究。國立高雄師範大學成人教育研究所碩士論文,未出版,高雄。
劉美鐶(2006) 。女性領導人社區參與學習歷程之研究─以賦權增能觀點論析。國立高雄師範大學成人教育研究所碩士論文,未出版,高雄。
劉惠琴(2004)。活水源向何方,流向何處。載於高雄縣婦幼館主編,這群吵鬧的女人,頁93-97。
詹棟樑(1988)。社區婦女教育的理論探討。載於中華民國社區教育學會主編,社區婦女教育(頁9-28)。台北:師大書苑。
潘慧玲(1998)。檢視教育中的性別議題。教育研究集刊,41,頁1-15。
臺灣省政府社會處主編 (1999)。社區發展法令解釋及彙編。
蔡秀美(1997)。 社區終身學習的理論與推展模式。社區終身學習國際研討會論文集。中正大學、新港文教基金會。
蔡秀美(1999a)。邁向兩性平等社會的婦女教育:反思與前瞻。成人教育,52,頁22-29。
蔡秀美(1999b) 。學習型社區理念的探討。社會教育學刊,28,1-19。
蔡秀美(2004) 。社區營造中社區增權展能概念與學習規劃之探討。成人及終身教育,1(1),11-18。
謝慶達(1995)。戰後台灣社區發展運動之歷史分析。台灣大學土木研究所博士論文,未出版,台北。
蕭淑媛(2004)。社區媽媽教室組織發展歷程研究—以高雄縣鳥松鄉大華社區及燕巢鄉安招社區為例。國立高雄師範大學成人教育研究所碩士論文,未出版,高雄。
魏惠娟(1999)。新書介紹--社區的轉型:賦予改變的力量。成人教育雙月刊,51,54-56。
羅秀華 (2001) 社區充權的行動研究─以木新永安組織經驗為例。台大社工學刊,第五期,153-191。new window
羅秀華(2003)。文山社區由充權到治理的發展歷程。國立台灣大學建築與城鄉研究所博士論文,未出版,台北。
顧燕翎(主編)(2000)。女性主義理論與流派。台北市:女書文化。new window


二、文件檔案:
高雄縣婦幼中心(編)(1993)。婚姻學校手冊/愛在飛揚。高雄縣政府出版。
高雄縣婦幼館(1998)。『女人Ÿ社區Ÿ故事情』計畫書。
高雄縣婦幼館(1998)。『女人Ÿ社區Ÿ故事情』活動手冊。
高雄縣婦幼館(2003)。『startŸ開10』婦幼青少年館10歲了!--婦幼青少年館10週年紀念專刊。
高雄縣婦幼館(2003)。『行動Ÿ檢視』婦女實務工作研討會手冊。
高雄縣婦幼館方案檔案:
鄉鎮社區巡迴講座方案:
83、84、85、86、87、89、90、91、92、93、94年檔案。
社區婦女成長團體方案:91、92、93、94年檔案。
女人的約會方案:93、95年檔案。
婦女組織領導人才培訓方案:89、90、91、92、93、94、95年檔案。
社區婦女大學(婦女組織經營系列/分區課程):94、95年檔案。
街頭物理:90、91、92年檔案。
婦女節活動:86、87、88、89、90、91、92、93年檔案。
社區故事媽媽培訓:88、89、90年檔案。
93年評鑑檔案資料。
高雄縣94年林園鄉魔法屋愛鄉協會人民團體評鑑檔案資料。
燕巢鄉95年度婦女權益高峰會議檔案資料。
高雄縣95年社會工作專業人員表揚檔案資料。
方志賢(2004,3月)。林園熱情媽媽施展愛的魔法。聯合報。高屏版A1。(地方頭版,半版報導)
王榮祥(2003,11月8日)。社區發展評鑑安招全國第一。自由時報。高縣焦點第16頁。
王榮祥(2003,11月8日)。媽媽教室隊長,一路走來,始終如一。自由時報。高縣焦點第16頁。
謝素芬(2004,3月)。給在地耕耘的女人。快樂魔法屋季刊春季號。
陳鈺欣(2005)。我的社區工作歷程,未出版。


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