「原資哥姊怎麼能夠？」：原住民族學生資源中心的工作知識與實踐經驗

Abstract

高等教育在過往常是傳遞強勢主流文化的場域，少數群體的經驗與需求多遭忽視。教育部近年來鼓勵各大專校院設置原住民族學生資源中心，試著為原住民族學生提供就學及生活之文化支持系統、促進族群友善校園環境。 當原資中心成為校內推動原住民族學生事務的重要基地，主要負責該中心工作業務的專任助理將扮演關鍵角色。本研究即是以原資專任助理的工作知識和實踐經驗為關注焦點，探討專任助理所瞭解的工作知識內涵與實踐經驗，並梳理專任助理的工作歷程，及歸納其對於原資中心工作知識之反思與建議，作為後續原資實務工作與政策制度之參考。 為深刻瞭解專任助理在第一線的工作知識與實踐經驗，本研究採用質性訪談，研究參與者為現任或曾任職原資中心年資至少達兩年以上的專任助理。透過電子郵件寄發邀請信及推薦表單至各校原資中心，詢問專任助理研究參與意願，共與9位專任助理進行面對面深度訪談，並以此訪談資料進行主題式分析。 本研究發現，原資專任助理的實踐經驗是透過陪伴學生成長、建立互動關係和營造族群友善校園來具體落實，以促進學校環境的文化支持和跨族群對話。專任助理在到職後也經歷工作現實與自我定位調適，藉由校內外經驗學習和拓展多元視野，得以從中形塑原資工作知識與發展實踐角色。專任助理對於工作的反思與建議，包含需要非原民師生的跨族群互動與溝通理解、非原民專任助理在跨族群溝通中的矛盾處境、專任助理在校園族群衝突事件中進退兩難、從事原資工作的收穫成長與未來去留，並在最後提出對於原資工作的實務與政策建議。 綜合而言，專任助理在原資工作知識與實踐經驗，將影響大專校院文化支持系統和族群友善校園的未來推展，但礙於部分原資政策及校園環境仍缺乏原民觀點與抵殖民思維，建議校方和政府主管機關應更重視原資實務工作困境，給予專任助理足夠支持資源、健全原資中心功能定位，真正保障原住民族學生權益，在校園落實跨族群相互理解。

In the past, higher education has often been a venue for transmitting dominant mainstream culture, frequently overlooking the experiences and needs of minority groups. In recent years, the Ministry of Education has encouraged universities and colleges to establish Indigenous student resource centers. These centers aim to provide Indigenous students with a cultural support system for both their academic and daily lives, and to promote an ethnically friendly campus environment. When the Indigenous Student Resource Center becomes an essential base for advancing Indigenous student affairs on campus, the full-time assistants responsible for the center's operations play a crucial role. This study focuses on the work knowledge and practical experiences of these full-time assistants. It explores the nature of their work knowledge and practical experiences, outlines their work histories, and summarizes their reflections and suggestions regarding the operations of the Indigenous Student Resource Center. These insights serve as references for future practical work and policy development in Indigenous student support. To gain a profound understanding of the frontline work knowledge and practical experiences of full-time assistants, this study employed qualitative interviews. The participants were full-time assistants who are currently or have previously worked at an Indigenous Student Resource Center for at least two years. Invitation letters and recommendation forms were sent via email to the resource centers of various schools to inquire about the assistants' willingness to participate in the research. A total of nine full-time assistants participated in face-to-face, in-depth interviews, and the interview data were analyzed thematically. This study found that the practical experience of full-time assistants at the Indigenous Student Resource Center is realized by accompanying students in their growth, establishing interactive relationships, and creating an ethnically friendly campus to promote cultural support and cross-ethnic dialogue within the school environment. Full-time assistants also experience work realities and self-positioning adjustments after joining the job. Through learning and expanding their diverse horizons via experiences inside and outside the school, they can shape their working knowledge and develop practical roles. Full-time assistants' reflections and suggestions on their work include the need for cross-ethnic interaction and communication understanding between non-Indigenous teachers and students, the conflicting situations faced by non-Indigenous full-time assistants in cross-ethnic communication, the dilemmas encountered by full-time assistants in campus ethnic conflicts, and the outcomes, growth, and future retention in their roles. Finally, they put forward practical and policy suggestions for improving their work. In summary, the work knowledge and practical experiences of full-time assistants in Indigenous student support will impact the future development of cultural support systems in higher education and ethnically friendly campuses. However, due to the lack of Indigenous perspectives and anti-colonial thinking in some policies and campus environments, it is recommended that schools and government agencies pay more attention to the challenges faced by full-time assistants in practical work. They should provide adequate support resources, enhance the functional positioning of Indigenous Student Resource Centers, truly protect the rights and interests of Indigenous students, and implement cross-ethnic mutual understanding on campuses.