性別與專業交織的照顧工作：特殊教育助理員的建制民族誌分析

Carework in the Division of Labor of Gender and Professionalism: An Institutional Ethnography of Teachers' Assistants in Special Education in Taiwan

本文探討台灣特殊教育體制中，擔負著重要照顧工作的助理員之工作內容與角色地位。我們採建制民族誌取徑，從助理員的經驗出發，收集助理員的工作知識，探討以女性為多數的助理員，做為密集接觸障礙學生身體照顧的第一線工作者，在台灣特教體制下所呈現的勞動處境。研究發現台灣建制化的特教職場存在著專業主義與性別交織的階層化分工，透過法規與工作評量表格等文本，助理員被組織編派專事學生的照顧工作；以專業為名的身心二分照顧邏輯，透過性別化分工，使助理員面臨特教資源不足的制度困境，形成特教職場中不合理的統治關係。

This paper discusses the carework of teachers' assistants in Taiwan's special education system. Adopting an institutional ethnographic perspective and starting from these assistants' experiences, we have analyzed their work knowledge and presented their working conditions and professional status as teachers' assistants in intimate contact with their handicapped students. Our study found that Taiwan's special education system has a unique position in the government of the institutions, one which is intertwined with a division of labor according to gender and professionalism. In the name of professionalism, with the special education law and regulations as guides and mediation in the division of labor between ＂mind＂ and ＂body＂ work, the teachers' assistants are assigned to care for the students' bodies and to do the ＂dirty work.＂ Teachers' assistants thus compensate for the deficit of care to support students with disabilities; and they form the lower ranks in the stratified structure of the special education system in Taiwan.