The powerful boost of the Chinese Communist Party and the central government in developing the social work policy initiatives has projected a radiant future for social work education and social work profession in the decades to come. This strong stimulus, however, further intensifies the predicament of social work education already shaped by professional colonization, nativistic reaction, commodification of higher education and political appropriation into a vicious spiral. This article argues that service learning can become an alternative in indigenizing social work pedagogy to the above-mentioned predicament, as well as a pedagogical strategy to cope with the postmodern uncertainties of social work education. With reference to the five years' experience of service learning in the Social Work Research Institute of Yunnan University, the authors illustrate the implications of service learning to the indigenizing pedagogy through four approaches: experiential learning, civic responsibility, political and anti-foundational perspectives, as alternatives to the predicament of social work education and the development of social work in China. Citing the impact of service learning on social work education, the authors advocate that service learning should be promoted not just as a social work pedagogy, but also as a community engagement movement, as well as an intellectual movement in China.

中國共產黨和政府對社會工作的強力推動為中國的社會工作和社工教育投射出燦爛的發展前景，但同時也加劇了社工教育在專業殖民主義、文化守成的回應、高等教育產業化和政治占用等力量作用下的惡性循環處境。我們認為服務學習是擺脫上述社會工作教育困境，以及擺脫本質主義、全盤西化、或後現代社會工作本土化論爭的社工批評教育方法。以雲南大學社會工作研究所在過去五年服務學習的經驗為例，本文通過四種服務學習視角：經驗學習、公民責任、政治關系和基礎知識批判，敘述服務學習對社會工作教育帶來的作用，以及對中國社會工作發展的影響。通過引證服務學習在社會工作教育的作用，我們建議應大力推廣服務學習作為社會工作教育學，以及作為社區參與運動和學術運動的重要價值。

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