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New technologies, including image digitization and computer-based multimedia, are now extensively used in education. They can be employed in the study of social images and when exploring various kinds of visual sources and the methods of using them in the teaching and practice of social work– which according to Bart Miles 1 continues to rely on the technology of the 1960s. A similar concern is noted by Jen Marchbank 2 with regard to Women’s Studies, which became reluctant to use Information and Communication Technologies in teaching, owing to its sophisticated critical perspective on the relationship between technology and gender as well as a particular pedagogic focus that values both recognition of the ‘personal’ and critical reflective thinking in learning communities. It is therefore important to teach students recording techniques and electronic media in a way that encourages critical reflective thinking and examines ethical considerations. 3 This can be achieved by applying group work techniques and participatory approaches to research and practice as components of social work training. In fact, the technological capacity to digitalize images and deliver videos on the web enhances the accessibility, reflexivity and flexibility of social work teaching strategies. 4 There are various traditions of working with visual sources, both art and documentary. Images are often treated as documents that contain and reflect the facts. An image can be used to illustrate one’s ideas. From photographs and video to maps and drawings, a wide range of visual materials can add life to the lesson, making the lecture more vivid and attractive. Visual sources are used in sociology and anthropology to encourage informants to narrate experiences. This method is also useful in social work practice and education. Photo reminiscence is used in occupational therapy as an animation method, for example, when working with survivors of strokes and in geriatric wards. 1 Bart W. Miles, “Moving Out of the Dark Ages: An Argument for the Use of Digital Video in social Work Research,” Journal of Technology in Human Services, 24, no. 2, (2006): 181–196. 2 Jen Marchbank, “Strange Bedfellows. Feminist Pedagogy and Information Technology,” Challenges and Negotiations for Women in Higher Education, ed. Pamela Cotterill, Sue Jackson, and Gayle Letherby (Springer Netherlands, 2007): 94. 3 Luc Pauwels, “Taking and Using Ethical Issues of Photographs for Research Purposes,” Visual Communication Quarterly 15, October–December, (2008): 1–16. 4 Caroline Rosenthal Gelman and Carol Tosone, “Making It Real: Enhancing Curriculum Delivery Through the Use of Student-Generated Training Videos,” Journal of Technology in Human Services 24, no. 1, (2006): 37– 52 60
In addition to this, the interpretation of visual sources helps to develop imaginative and creative thinking, offering new insights into the past and illuminating the complexity of social issues in contemporary reality. But this does not mean that visual methods must be used on their own. Visual methods and the use of traditional data (personal narratives and archival sources) may well complement each other. Indeed, different types of knowledge can be experienced and represented in textual, visual and other sensual ways. 5 Representation Analysis Following Marcus Banks, 6 we shall adopt a dual perspective on visual media, which includes two dimensions of analysis: content and context. On the one hand, visual data are concerned with the content of any visual representation: what is the ‘meaning’ of this particular design motif on an art object? Who is the person in the photograph? On the other hand, they are concerned with the context of any visual representation: who produced the art object, and for whom? Why was this photograph taken of this particular person, and then kept by that particular person? This idea is shared by Judy Weiser, Founder and Director of the PhotoTherapy Centre in Vancouver: “Ordinary personal snapshots serve as ‘mirrors with memory’ reflecting what and who has mattered most in people’s lives. Therefore, what any snapshot is about emotionally is far more important than what its surface shows visually -- its value always having more to do with what the image means inside peoples minds and hearts, that what their eyes see.” 7 Visual methods provide means to understand the practices of representations as cultural texts, to develop interpretations of meanings in the socio-cultural context and to decode images of social relations and individual experience. What are the dominant images of disability, ethnic minorities or single parenthood, and how can an understanding of the dominant images 5 Sarah Pink, Doing Visual Ethnography Images, Media and Representation in Research (London: Sage Publications, 2001). 6 Marcus Banks, Visual Methods in Social Research (London: Sage, 2001). 7 Judy Weiser, PhotoTherapy Techniques -- Exploring the Secrets of Personal Snapshots and Family Albums, 2nd Edition (Vancouver: PhotoTherapy Centre Press, 1999), available at http://www.phototherapy-centre.com/bookvid.htm. 61
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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 and 60: 3. Ask your students to visit a loc
Page 61: Visual Sources in Teaching History
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
Page 111 and 112: 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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