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Skubic not only wanted to give instructions on how to recognise a hysterical woman who is trying to attract the attention of doctors, relatives and priests, he also wanted to educate priests on how to protect themselves in such cases. His major argument was trust: a young priest should not trust a woman, since a hysterical woman often deludes priests with stories about fantasies she has had. He continues that such fabrications usually include a great deal of malice, mischief and wickedness, which can completely destroy an honest priest. Most threatening to a clerical career are those women who couple their wickedness with a strong sexual desire: “One single innocent word, one single cheerful smile and such a woman starts thinking of venerea, and in her diseased malice is capable of slandering the priest, yes, she is even capable of swearing that he wanted to ravish her!” 44 Teaching questions Social work students need a lot of knowledge on how to speak about sexuality, as learning about sexuality strengthens a person’s awareness about her or his body and bodily identity. Speaking about sexuality includes learning how to make sexuality safe and pleasant and how to prevent sexual harassment and abuse. Speaking about sexuality opens the space for people to talk about difficult stories connected with sexuality, events they are ashamed of and traumatic surviving of sexual abuse. 1. Do all types of sexuality have equal importance when discussing sexuality (heterosexual, same-sex, intersexuality, transsexuality)? 2. What kind of pathology discourse (medical, social work, educational) is connected today with diverse sexual behaviour? 3. How is sexuality linked with ethnicity? 4. Discuss issues of sex work and the social rights, marginalisation and mental health issues of sex workers. Conclusion Women had no narratives of their own, since their lives were examined and perceived within the dichotomous framework of dependency versus autonomy. In a world of binaries it was men who were seen as autonomous in action and 44 Ibid. 122
narration. Women’s stories were pierced, wounded by the stories of others: medical professionals, lawyers, priests and new philanthropists including social workers. During the times of their silence some of them internalised a moral knowledge of themselves and others tried to resist their positioning within the frame of dependency. Even psychoanalysis, which was, as Foucault pointed out, “established in opposition to a certain kind of psychiatry, the psychiatry of degeneracy, eugenics and heredity”, 45 appropriated women’s narratives while giving them the opportunity to talk. The beginnings of psychoanalysis are marked by an ambiguity that is never solved: while discovering the “talking cure”, it freezes the stories of women in the ice-blocks of envy and castration. Women’s stories remained wounded stories. Therefore, it is important in cognitive terms that social work students internalise the historical and gender perspective as they deal with mental health and that they understand that women and men express their everyday distress in gender-specific ways. They also need to understand that social work and medical professionals often interpret service-users’ stories and nonverbal behaviour within a traditional gender matrix, which ascribes a certain “emotional world” to men and another one to “women”. 46 In addition, social work students should understand that these are the major reasons why many professionals continue to speak about “female” and “male” diagnosis and that, statistically, many more women than men are diagnosed as depressed and more women than men are dependent on legal drugs, especially antidepressants. They need to understand that while hysteria as a diagnosis disappeared, “depression” has become, in the last fifty years, the typical diagnosis and gendered response of professionals towards women’s emotional pain. Further, it has also become a gendered response of women towards everyday distress. Teaching gender through diagnosis shows that differences in diagnosis and help-seeking behaviour should not be accepted as biological facts, which are innate and get transmitted through the “archetypes that lie in every man and woman”, as a Slovenian psychiatrist recently claimed. They also do not represent an objective truth of medical science, but are socially produced and historically transmitted and therefore need to be constantly reflected upon. 45 Michel Foucault, Power/Knowledge. Selected Interviews and Other Writings 1972-1977 (London: Pantheon, 1980), 60. 46 Phyllis Chesler, Women and Madness (New York: Palgrave, Macmillan 2005). 123
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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
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Introduction Vesna Leskošek The bo
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• Working with the poor and peopl
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especially valuable when seeking to
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le is aimed mostly at educators, es
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ween’ reflect the majority view w
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with each perspective in order to a
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6. Do you think there was a need to
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provide another way in which to bro
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wherein the majority of students an
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mothers, but she definitely believe
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c) from a history of the present pe
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alongside, and not above or below,
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The Roots of the Social Work Profes
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Our aim is to make history and the
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for teaching gender from a historic
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loyalty and duty, the new one requi
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The Feminisation of Poor Relief At
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and mother. Even the ever well-info
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As an example of what it meant for
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their ability to empathise. All thi
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fictive or non-fictive materials, i
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• Orientatation, warming up Episo
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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
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students express their expectations
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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
Page 113 and 114: Instructions for a case study Altho
Page 115 and 116: In addition, Savnik draws attention
Page 117 and 118: in Europe was a “family wage”,
Page 119 and 120: Many documents report a high number
Page 121 and 122: a “health police” in Lombardy a
Page 123: control, while the latter can be cu
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
Page 135 and 136: to bring sick people to hospitals o
Page 137 and 138: As we can see, the aim of Bojana Ch
Page 139 and 140: In the 1930s female teachers and ad
Page 141 and 142: must save them from getting enraged
Page 143 and 144: 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
Page 149 and 150: 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
Page 161 and 162: Spektorowski, Alaberto, and Elisabe
Page 163 and 164: 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
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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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