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Visual intervention: research for social change 72 Visual methods for social reforms: documentary photography 75 Visual techniques in therapy 80 The Five Techniques of Photo Therapy by Judy Weiser 82 Conclusion 83 PART II – TEACHING WITH HISTORY: USING THE PAST TO REFLECT THE PRESENT 87 Teaching on the Body and Violence Against Women 87 Vesna Leskošek 87 Abstract 87 Women’s Bodies and Bodily Practices 88 Bodily Practices in Slovenian History 90 Women as a Useful and Profitable Object of Trafficking 93 Persecutions and Mass Deaths Caused to Women by the Catholic Church 94 Mothers with Illegitimate Children and Those that Committed Infanticides 96 Implications and Consequences 97 Conclusion 100 Teaching Gender Through Diagnosis in Social Work 107 Darja Zaviršek 107 Abstract 107 Historical Overview 108 Hysteria in the European Periphery 111 Diagnosis as Part of Gender Politics 114 Understanding Public Care Institutions 116 Diagnosis, Violence and Sexual Politics 118 Conclusion 122 From Visiting Ladies Towards Municipality Female Social Advisors: Women in Home Visiting Practice in Bulgaria (1915 – 1939) 127 Kristina Popova 127 Abstract 127 Crossing Borders 128 The First Visiting Women “(…) in rain, wind and snow (…)”. The Samaritan Women (“Samarjanka” Society) 131 4
“We See Only Days Full of Work and We Forget that Tomorrow is Sunday…”: The Visiting Nurses 133 Female Teachers – Advisors: Penetrating Homes in Villages 135 The Social High School for Women of the Bulgarian Women’s Union 137 The Municipality Female Social Advisors: The Power to Help or to Deprive? 139 Conclusion 141 Human Reproduction Issues in Social Work 145 Jurate Gudliauskaite-Godvade 145 Abstract 128 Theoretical Approaches to the Study of Human Reproduction 146 Personal Desires and National Goals Related to Human Reproduction 148 Violation of Reproduction Rights 149 Social Aspects of Assisted Reproductive Technologies 152 Teaching Human Reproduction 155 PART III – TEACHING MATERIAL 161 A Photo Album About Women’s History of Social Work: The Significance of Visual Sources in Social History Research and Education 161 Adriane Feustel 161 Abstract 161 Part 1: Die Soziale Frauenschule – The Social Women’s School 168 Part 2: Ausbildungsstätten – Institutions for Practical Training 175 Some more pointers for teaching 185 NOTES ON CONTRIBUTORS 191 5
Page 1: Teaching Gender in Social Work Teac
Page 4 and 5: © Alice Salomon Archive der ASFH B
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 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:
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3. Ask your students to visit a loc
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Visual Sources in Teaching History
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In addition to this, the interpreta
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We have used these ideas in classes
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Visualisation of concepts: • Stud
Page 69 and 70:
students express their expectations
Page 71 and 72:
We have used the mapping technique
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Some authors employ visual particip
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Social work educators may develop t
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Visual methods for social reforms:
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One of the few women among the famo
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We were inspired by this idea and r
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Jo Spence (1934 - 1992) was a Briti
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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
Page 111 and 112:
other organs 3 and later as an illn
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Instructions for a case study Altho
Page 115 and 116:
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
Page 123 and 124:
control, while the latter can be cu
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narration. Women’s stories were p
Page 127 and 128:
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
Page 145 and 146:
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
Page 159 and 160:
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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