Journal of Basic Education



學校與社區關係:現實與張力

2005.第14卷第2期(Vol. 14 No. 2).pp. 1–20
 

學校與社區關係:現實與張力

School-community Relations: Reality and Tensions

譚偉明(Frank Wai-Ming TAM)

摘要

本篇文章嘗試從自身發展及與環境產生互動的發展角度解釋學校與社區關係的性質和現況。文章提出的論點是:學校從融入社區及從眾多學校區別自己的過程中,可能發展出不同的學校與社區關係,包括官僚式、機會主義式、自存式和共力式等四類。為了發展可持續性的學校與社區關係,學校需要脫離它的官僚保護網,凝聚內在群體,一起發掘它在社區的基本使命和身分。同時學校亦需要了解社區公眾的需要及期望,以及學校在社區所扮演的多元角色。

關鍵詞:學校與社區關係;社區關係;學校發展

Abstract

The present paper attempts to explain the nature and reality of school-community relations, using a developmental framework based on how schools make meanings of itself and its environment. The paper asserts that in the process of trying to differentiate from other schools and integrate with the community, schools may develop four types of school-community relations: bureaucratic, opportunistic, self-sufficient and synergetic. In order to develop a sustainable school-community relationship, a school may need to grow out of its bureaucratic shell by consolidating its internal members to discover its primary mission and identity in the community. Also, the school may need to understand the needs and expectations of members of the community, and the multiple roles the school is playing in the community.