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Hardy, Rob. “Doing Good and Winning Love: Social Work and Fictional Autobiographies by Charles Dickens and John Stroud.” British Journal of Social Work 35, no. 2 (2005): 207−220. Heathcote, Dorothy, and Gavin Bolton. Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. Portsmouth: Heinemann, 1995. Heikkinen, Hannu, and Tuija Leena Viirret. Draamakasvatuksen teillä: tutkimus TIE (Theatre-In-Education) -projektista. Jyväskylä: Jyväskylän yliopisto, 2003. Hering, Sabine, and Berteke Waaldjik. Guardians of the Poor − Custodians of the Public. Welfare History in Eastern Europe 1900−1960. Opladen: Barbara Budrich, 2006. Hering, Sabine, and Berteke Waaldjik, ed. History of Social Work in Europe (1900−1960). Female Pioneers and their Influence on the Development of International Social Organizations. Opladen: Leske & Barbara Budrich, 2003. Irvine, Colin C., ed. Teaching the Novel Across the Curriculum: A Handbook for Educators. Westport: Greenwood Press, 2008. Kanerva, Pirjo, and Viranko Viivi. Aplodeja Etsijöille. Näkökulmia draamaan sekä taidekasvatuksena että opetusmenetelmänä. Helsinki: Laatusana, Äidinkielen opettajain liitto, 1997. Neelands, Jonothan. Structuring Drama Work: A Handbook of Available Forms in Theatre and Drama. Cambridge: Cambridge University Press, 1990. O’Neill, Cecily. Drama Worlds. A Framework for Process Drama. Portsmouth: Heinemann, 1995. Owens, Allan, and Keith Barber. Drama Works. Carlisle: Carel, 1997. Piekkari, Jouni, ed. DRAMA − A Way to Social Inclusion. Practical Process Descriptions for Drama Workers. University of Turku, Centre for Extension Studies, 2005. Available online: “http://www.tkk.utu.fi/extkk/dramaway/docs/1_Drama_a_way-book.pdf” www.tkk.utu.fi/ extkk/dramaway/docs/1_Drama_a_way-book.pdf Satka, Mirja. “Origins of Task Division by Gender. Why do Men Decide and Women Deliver Personal Services in Finnish Social Welfare.” Hallinnon tutkimus 7 (1988): 282−289. Scheider Jasinski, Jenifer et al., ed. Process Drama and Multiple Literacies. Addressing Social, Cultural, and Ethical Issues. Portsmouth: Heinemann, 2006. Witkin, Stanley. “Toward a Transformative Social Work”, in Social Work Dialogues. Transforming the Canon in Inquiry, Practice, and Education, edited by Stanley L. Witkin and Dennis Saleebey, 1−21. Alexandria: Council on Social Work Education Press, 2007. 58
Visual Sources in Teaching History and Gender in Social Work Elena Iarskaia-Smirnova and Pavel Romanov Abstract Visual sources play a growing role in historical studies and in teaching as they offer new routes to understanding the past. The ways to construct and define social problems as well as approaches to solving them have varied in different periods of history. It is important to challenge the ideological base of concepts that are often taken for granted and to learn how to consider images as a means to conceive the world and as an important form of social knowledge. What are the differences between the roles of men and women in care work? How have these distinctions been represented in the sources and for which purposes? Photographs and episodes from films, posters and cartoons that depict various images of men and women acting in the roles of parents, tutors, social care workers and nurses, can be used not just as illustrations or representations but also as important elements of a studied context – as important as official documents or personal narratives. The aim of this article is to contribute to social work training by providing an overview of experiences, theories and methodologies on the visual, by collecting and building knowledge based on visual material and demonstrating its relevance to the study of human behaviour, social networks and welfare policies. The visual has always been a fundamental means of perceiving the environment around us. We live in a visual culture, and the visual is becoming a key element in any kind of activity in our everyday lives, at work and leisure, in science, politics and business, and in public and private spaces. All this, however, does not automatically increase the visibility of many social problems, injustice and disparities. Thus, for social work professionals, it has become essential to understand the dynamics of images of self and identity, emotions and thinking associated with visualizing private and public spaces, social change and social policies, and to be able to interpret them effectively. It is especially important for the teachers or instructors of social work training programs to introduce students to the conventions, contexts and uses of the visual in professional practice. Visual methods can be used for different purposes: to capture a moment, to collect, preserve and even analyse data, to present the product, to share and discuss findings with others and to promote change in both the personal and social spheres. 59
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Teaching Gender in Social Work Teac
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© Alice Salomon Archive der ASFH B
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Visual intervention: research for s
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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 30 and 31: mothers, but she definitely believe
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: 3. Ask your students to visit a loc
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. “
Page 89 and 90: PART II - TEACHING WITH HISTORY: US
Page 91 and 92: Wave of Feminism. Reclaiming the po
Page 93 and 94: Toleration of domestic violence was
Page 95 and 96: • Can they share stories from the
Page 97 and 98: When speaking of mass deaths in Slo
Page 99 and 100: girls were exposed in many ways to
Page 101 and 102: public sphere. Those belonging to t
Page 103 and 104: Many services and professions are c
Page 105 and 106: of various nations or ethnic groups
Page 107 and 108: Scott, Wallach Joan. Gender and the
Page 109 and 110: 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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