Supervision is frequently presented as a universal artefact of social work. In the Anglophone world the meaning of its practice is assumed in a conversation about supervision. Supervision is so embedded in our national and regional systems of education and professional development that it forms part of the landscape of social work. But what might work well in some contexts might not work elsewhere and questions arise. What difference does culture make? What impact does the system of education have? How do organizational (regulatory, employment and professional) systems influence the practice of supervision? This paper employs the work of Houston (2002) and Bourdieu (1989) to explore the idea that ‘one supervision’ might be an impossible construct. Aspects of power, gender, ethnicity, race, cultural and geographical locations; possession of different forms of capital – economic, social, cultural and symbolic; education and managerial barriers all impact on relations in supervision. This paper will explore the literature in an attempt to refine further investigation of the plurality of models of supervision, drawing on examples from the international supervision research.

督導是公認的社會工作歷程的一部份。在英語世界，督導實踐的意義往往藏在有關督導的討論之中。督導植根於西方教育和專業發展系統，程度之深令它成為社會工作景觀的一部分。可是，在某情況下運作良好的督導可能在其他地方行不通，並產生問題。究竟不同文化會做成什麼差異？教育系統又有何影響？組織 (監管、聘用和專業)系統如何影響督導實踐？本文引用 Houston (2002) 和 Bourdieu (1989) 的著作去探索「單一督導」模式會是不可能的建構。權 力、性別、民族、種族、文化和地理位置的呈現，與經濟、社會、文化各種資本的擁有權，以及意像、教育和管理障礙都影響督導的關系。本文將會試圖透過檢示文獻，從國際督導研究的範例中，歸納出多樣性督導模式的進一步研究方向。

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