Teaching Gender in Social Work - MailChimp
Teaching Gender in Social Work - MailChimp
Teaching Gender in Social Work - MailChimp
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historical moment when women first stepped <strong>in</strong>to the public doma<strong>in</strong> of the<br />
local adm<strong>in</strong>istration of poor relief, they had serious difficulties <strong>in</strong> see<strong>in</strong>g human<br />
suffer<strong>in</strong>g as an economic issue. They were reluctant to view problem through<br />
the lens of patriarchy and capitalism. For them it was not someth<strong>in</strong>g that<br />
could be solved by adm<strong>in</strong>istration or reorganisation, based on the rules of the<br />
exist<strong>in</strong>g economic order. This factor expla<strong>in</strong>s, <strong>in</strong> addition to all the common<br />
prejudices of patriarchy, why women were not suitable as policy makers but<br />
were <strong>in</strong> demand as social case workers controlled by their male colleagues.<br />
On the other hand, one could argue that the problem of reconcil<strong>in</strong>g the<br />
pr<strong>in</strong>ciples of economy and emotion <strong>in</strong> social work was solved <strong>in</strong> two different<br />
ways by the two sexes. Those who had the power to make decisions withdrew to<br />
adm<strong>in</strong>istration, because the problem could be more conveniently handled there.<br />
The solution women had to develop <strong>in</strong> order to survive with their “well-developed<br />
sense of charity” was the ideology and narrative that we now refer to as social<br />
work.<br />
Process Drama <strong>in</strong> <strong>Teach<strong>in</strong>g</strong> <strong>Gender</strong> and <strong>Social</strong> <strong>Work</strong> History<br />
– An Example of Best Practices <strong>in</strong> <strong>Teach<strong>in</strong>g</strong><br />
<strong>Teach<strong>in</strong>g</strong> the history of social work aspires to promote understand<strong>in</strong>g of the<br />
relationship between the past and the present, mediat<strong>in</strong>g socio-historical knowledge<br />
and the formation of “historical consciousness”. Drama education can be<br />
successfully utilised <strong>in</strong> teach<strong>in</strong>g the history of social work, and <strong>in</strong> many other<br />
areas. The basic idea is that education and learn<strong>in</strong>g with drama is always conducted<br />
<strong>in</strong> groups. Collaboration and a shar<strong>in</strong>g of the expertise of students and<br />
of the teacher should improve the social, communicative and group work skills<br />
of students; and it is an opportunity to employ the dialogical teach<strong>in</strong>g method.<br />
In addition, it serves as a practical example of the application of drama as a<br />
method <strong>in</strong> social work practice.<br />
Drama provides means for exam<strong>in</strong><strong>in</strong>g the actions of <strong>in</strong>dividuals, groups<br />
and communities (even whole societies) <strong>in</strong> certa<strong>in</strong> historical situations or at<br />
particular moments. Drama education is based on experiential learn<strong>in</strong>g and<br />
the capacity of <strong>in</strong>dividuals to empathise and identify with different characters<br />
or situations. At the same time, the means provided by drama and role-play<strong>in</strong>g,<br />
for example, can promote students’ reflection on their own personality and<br />
life history, clarify<strong>in</strong>g their self-image, values and attitudes, and strengthen<strong>in</strong>g<br />
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