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mothers, but she definitely believes that those who say either parent can care equally well – especially for children under four – are just being ‘politically correct’ and her experience tells her otherwise. Case Study Two: FATHERS AND THE FAMILY Joe is a lone parent, struggling to care for his three children, aged two to five. He has been told that the only support available through family support is access to a parenting class. Joe was keen to go but on the first day, he felt very intimidated by being the only adult male there. He believed the female leader reinforced this by making a point that a man was present and by apologising for her focus on issues such as managing difficult children while running the household. Joe found this quite offensive as he is a full-time father himself. He wants to continue to receive the support but feels excluded. You are his social worker, how will you respond? Case Study Three: WHO CARES? Jenni has completed a carer’s assessment with Mrs Rogers. She found the interview very difficult because Mrs Rogers has insisted that she does not want to continue caring for her twenty-five year old son Peter with learning and physical disabilities. She is requesting full residential care with weekend respite because his disabilities are severe and he is very difficult to manage physically and behaviourally. Mr Rogers was not involved in the meeting as he works full time. In any case, given that Mrs Rogers only works part-time, Jenni has assessed her as the main carer. She is not sure if the service can be provided by the Trust or not. Even if it can be though, she disagrees with Mrs Rogers’ request as she feels she is shirking from her responsibilities for caring for her child. She speaks to her supervisor on return to talk about her anger that Mrs Rogers can consider putting her only child into residential care. She feels that with some adjustments to her life, she could continue to manage him living at home while attending a day centre. How would you respond as the supervisor? Case Study Four: GENDER SOCIALISATION Frank does not know what to do. He prides himself on being open-minded and anti-oppressive. He has just been to see a foster family where John has been recently placed. John is eight years old. He is in care because of neglect and has never had a strong male role model. He is very introverted and gets teased 28
about being shy. Frank is shocked to find that the foster parents are allowing him to play with their daughters’ dolls and toys. They say they did not encourage it but that John always chooses these toys and they do not see a problem with it. He offered to bring more appropriate toys for John. He also advised that for socialisation, they should be encouraging him to play football and integrate more with the boys in the neighbourhood. The foster parents challenged him as being sexist. Frank does not think he is sexist; he is just afraid that John will be teased in school if the other boys find out and may grow up to be confused about his gender identity and role. He feels really unsure about what, if anything, he should do. What would you advise? A range of further case studies are used with students which draw out issues relating to gender assumptions in the context of core areas such as different cultural practices within families from different ethnic origins; mixed ethnic origin; in relation to child abuse and gender, disability and so on. Through such case studies, students are challenged to engage honestly with the issues and also to think beyond the theoretical stance of what ‘should’ be done to engaging with the practice reality, which is often influenced by the workers’ own perceptions and dilemmas about gender roles and relations, either overtly or subtly. Problematising Gender Perspectives and Social Work: Introducing Anti-discriminatory and Empowerment Perspectives The discussion to date has focused on how gender is introduced in an integrated manner on a social work course. An essential feature of this approach for this author is that in addition to providing gender specific inputs, especially at the early stages of a degree, it is essential that the theme is integrated more widely into the curriculum for a number of reasons: a) in view of the importance of students having opportunities to move from a generalised to a more specific and nuanced understanding and critical awareness of gender; b) to recognise that for social work that is underpinned by a commitment to anti-oppressive practice, gender is only one of a number of critical themes and must be considered within broader theoretical frameworks outside of the gender perspectives referred to thus far; 29
Page 1: Teaching Gender in Social Work Teac
Page 4 and 5: © Alice Salomon Archive der ASFH B
Page 6 and 7: Visual intervention: research for s
Page 8 and 9: LIST OF TABLES Gender division at m
Page 11 and 12: Introduction Vesna Leskošek The bo
Page 13 and 14: • Working with the poor and peopl
Page 15: especially valuable when seeking to
Page 18 and 19: le is aimed mostly at educators, es
Page 20 and 21: ween’ reflect the majority view w
Page 22 and 23: with each perspective in order to a
Page 24 and 25: 6. Do you think there was a need to
Page 26 and 27: provide another way in which to bro
Page 28 and 29: wherein the majority of students an
Page 32 and 33: c) from a history of the present pe
Page 34 and 35: alongside, and not above or below,
Page 37 and 38: The Roots of the Social Work Profes
Page 39 and 40: Our aim is to make history and the
Page 41 and 42: for teaching gender from a historic
Page 43 and 44: loyalty and duty, the new one requi
Page 45 and 46: The Feminisation of Poor Relief At
Page 47 and 48: and mother. Even the ever well-info
Page 49 and 50: As an example of what it meant for
Page 51 and 52: their ability to empathise. All thi
Page 53 and 54: fictive or non-fictive materials, i
Page 55 and 56: • Orientatation, warming up Episo
Page 57 and 58: Conscience alley /teacher-in-role:
Page 59 and 60: 3. Ask your students to visit a loc
Page 61 and 62: Visual Sources in Teaching History
Page 63 and 64: In addition to this, the interpreta
Page 65 and 66: We have used these ideas in classes
Page 67 and 68: Visualisation of concepts: • Stud
Page 69 and 70: students express their expectations
Page 71 and 72: We have used the mapping technique
Page 73 and 74: Some authors employ visual particip
Page 75 and 76: Social work educators may develop t
Page 77 and 78: Visual methods for social reforms:
Page 79 and 80: One of the few women among the famo
Page 81 and 82:
We were inspired by this idea and r
Page 83 and 84:
Jo Spence (1934 - 1992) was a Briti
Page 85 and 86:
The most effective application of t
Page 87 and 88:
Huss, Ephrat, and Julie Cwikel. “
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PART II - TEACHING WITH HISTORY: US
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Wave of Feminism. Reclaiming the po
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Toleration of domestic violence was
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• Can they share stories from the
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When speaking of mass deaths in Slo
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girls were exposed in many ways to
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public sphere. Those belonging to t
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Many services and professions are c
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of various nations or ethnic groups
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Scott, Wallach Joan. Gender and the
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Teaching Gender Through Diagnosis i
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other organs 3 and later as an illn
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Instructions for a case study Altho
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In addition, Savnik draws attention
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in Europe was a “family wage”,
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Many documents report a high number
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a “health police” in Lombardy a
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control, while the latter can be cu
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narration. Women’s stories were p
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Vari, Sandor. The case study of Ilm
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From Visiting Ladies Towards Munici
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the modernization process and inclu
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tions. These were the generations t
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to bring sick people to hospitals o
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As we can see, the aim of Bojana Ch
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In the 1930s female teachers and ad
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must save them from getting enraged
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Questions for students: 1. What was
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We conclude with a final set of que
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Human Reproduction Issues in Social
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that reproductive decisions are of
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ate. Natalist policies may be intro
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was that a child, due to one or bot
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and retrieval of egg or sperm, fert
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citizens have achieved so much, the
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Case Study Two: Cultural Difference
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Spektorowski, Alaberto, and Elisabe
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PART III - TEACHING MATERIAL A Phot
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The album consists of two parts, th
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On the following page we see a phot
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Figure 1. Photo album of Alice Salo
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Figure 4. Alice Salomon, 1899, Phot
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Figure 9. Margarete Treuge and Lili
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Figure 21. The Soziale Frauenschule
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Part 2: Ausbildungsstätten - Insti
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Figure 31. Die Wohlfahrtsstelle des
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Figure 36. Service for mentally han
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The second part of the album is hea
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Römer-Gobbin, who wrote about the
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This may be a starting point for di
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Salomon and Beatrice Webb, for exam
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References Addams, Jane. Twenty yea
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NOTES ON CONTRIBUTORS Dr. Adriane F
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Teaching with Gender How can educat
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