摘要
在全面推进教育治理体系现代化与构建哲学社会科学自主知识体系的时代背景下,我国学校社会工作亟需实现从经验借鉴到理论自觉的转换。本文立足于中国制度文化情境,尝试超越对西方理论的简单移植,通过构建一个整合福柯“权力—知识”批判视角的本土化分析框架——“系统整合—服务分层—专业赋能”,系统阐释中国学校社会工作模式的实践逻辑与理论意涵。研究发现,我国学校社会工作已形成以“党政引领、多元协同”为特征的整合性治理机制,以“发展性预防”为核心的去问题化服务体系,以及以“专业整合者”为定位的嵌入式赋能路径。最后,本文从制度建设、专业发展与理论自觉三个维度,为构建我国学校社会工作的自主知识体系提出建议。
Under the epochal backdrop of comprehensively advancing the modernization of the education governance system and constructing an independent knowledge system for philosophy and social sciences,school social work in China urgently needs to transition from experiential borrowing to theoretical self-consciousness.Grounded in Chinas institutional and cultural context,this paper attempts to transcend the simple transplantation of Western theories.By constructing a localized analytical framework—"System Integration,Service Stratification,Professional Empowerment"—that incorporates Foucaults critical perspective on"power-knowledge,"it systematically elucidates the practical logic and theoretical implications of Chinese school social work models.The research finds that school social work in China has developed an integrated governance mechanism characterized by"leadership by the Party and the government,with multi-party collaboration,"a de-problematizing service system centered on"developmental prevention,"and an embedded empowerment pathway positioning practitioners as"professional integrators."Finally,the paper proposes suggestions for constructing an independent knowledge system for school social work in China from three dimensions:institutional development,professional advancement,and theoretical self-consciousness.
作者
张倩
ZHANG Qian(Guizhou University,Guiyang 550000,China)
关键词
学校社会工作
福柯
本土化
school social work
foucault
localization
