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LIST OF TABLES Gender division at municipal social welfare offices, 1938 46 LIST OF ILLUSTRATIONS Article 3 Figure 1: Photo from the album of a children’s orphanage of 1947 63 Figure 2: Drawing by a group of social work students in Saratov, Russia 65 Figure 3: Social work students in Saratov present the results of their group work 66 Figure 4: Shooting an animation film in Saratov, Russia 70 Figure 5: An image from a photo session with special kids at the Saratov Rehab Center (Photographer: Alexei Leontiev) 79 Article 8 Figure 1: Photo album of Alice Salomon, 1929, cover 167 Figure 2: Dedication 167 Figure 3: Alice Salomon, 1899 168 Figure 5: Frieda Duensing, n.d. 168 Figure 4: Alice Salomon, 1899, Photograph by Hof-Atelier Elvira 169 Figure 6: Lecturers of the Soziale Frauenschule 170 Figure 7: Alice Salomon, [c. 1915] 170 Figure 8: Albert Levy, n.d. 170 Figure 9: Margarete Treuge and Lili Droescher, n.d. 171 Figure 10: Margarete Berent, n.d. 171 Figure 11: Charlotte Dietrich, n.d. 171 Figure 12: Bruno Harms, n.d. 171 Figure 13: Siddy [Sidonie] Wronsky, n.d. 171 Figure 14: The school builng 172 Figure 15: Conference room 172 Figure 16: Secretary’s office 172 Figure 17: Alice Salomon’s studio 172 Figure 18: Conference room, [c. 1915] 172 Figure 19: Students in the rooftop garden, [c. 1929] 172 Figure 20: Students in front of the school, [c. 1915] 172 Figure 21: The Soziale Frauenschule, n.d., built in 1914 173 Figure 22: The boarding school 174 6
Figure 23. Educational tours and free time 174 Figure 24: Three students in the weekend house of the school, c. 1928 174 Figure 25: Das Arbeiterinnenheim – The female worker’s club, [c. 1900] 175 Figure 26: The female workers club, comment 175 Figure 27: Die Zentrale für private Fürsorge – the Private Charity Organisation Society, n.d. 175 Figure 28: Das Archiv für Wohlfahrtspflege – the Welfare Archives, n.d. 176 Figure 29: Verein Jugendheim Charlottenburg, headed by Anna von Gierke, n.d. 176 Figure 30: Sonnenhaus, Froebel Kindergarten, n.d. 176 Figure 31: The Welfare Service of the Central Youth Office of Berlin Police Headquarters, n.d 177 Figure 32: Weibliche Polizei – Female police 177 Figure 33: Fürsorge für jugendliche Psychopathen – Service for young psychopaths, n.d. 178 Figure 34: Soziale Krankenhausfürsorge – Social service in a hospital, started in Berlin 1914/15, n.d. 178 Figure 35: Dr. H. Neumanns Kinderhaus – first hospital for children and babies in Berlin 178 Figure 36: Service for mentally handicapped children and young people, comment of Ruth von der Leyen 179 Figure 37: Female Police, comment of Heide Roemer-Gobbin 179 Figure 38: The Welfare Archives, comment of Vera Linger 179 Figure 39: Arbeiterinnenheim – Female worker’s club, 179 Figure 40: Service for mentally handicapped children and young people 180 Figure 41: Service for mentally handicapped children and young people, n.d. 180 Figure 42: Female Police, n.d. 180 7
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 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 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
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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. “
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
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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
Page 109 and 110:
Teaching Gender Through Diagnosis i
Page 111 and 112:
other organs 3 and later as an illn
Page 113 and 114:
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
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control, while the latter can be cu
Page 125 and 126:
narration. Women’s stories were p
Page 127 and 128:
Vari, Sandor. The case study of Ilm
Page 129 and 130:
From Visiting Ladies Towards Munici
Page 131 and 132:
the modernization process and inclu
Page 133 and 134:
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
Page 147 and 148:
Human Reproduction Issues in Social
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that reproductive decisions are of
Page 151 and 152:
ate. Natalist policies may be intro
Page 153 and 154:
was that a child, due to one or bot
Page 155 and 156:
and retrieval of egg or sperm, fert
Page 157 and 158:
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
Page 165 and 166:
The album consists of two parts, th
Page 167 and 168:
On the following page we see a phot
Page 169 and 170:
Figure 1. Photo album of Alice Salo
Page 171 and 172:
Figure 4. Alice Salomon, 1899, Phot
Page 173 and 174:
Figure 9. Margarete Treuge and Lili
Page 175 and 176:
Figure 21. The Soziale Frauenschule
Page 177 and 178:
Part 2: Ausbildungsstätten - Insti
Page 179 and 180:
Figure 31. Die Wohlfahrtsstelle des
Page 181 and 182:
Figure 36. Service for mentally han
Page 183 and 184:
The second part of the album is hea
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Römer-Gobbin, who wrote about the
Page 187 and 188:
This may be a starting point for di
Page 189 and 190:
Salomon and Beatrice Webb, for exam
Page 191 and 192:
References Addams, Jane. Twenty yea
Page 193 and 194:
NOTES ON CONTRIBUTORS Dr. Adriane F
Page 196:
Teaching with Gender How can educat
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