Teaching Gender in Social Work - MailChimp

More documents

Recommendations

Info

her knowledge in Bulgaria. Returning in 1932, she gave lectures about social work methods in Germany. She translated texts by Alice Salomon and other German authors and published some articles about professional social work. At the newly opened Social High School for women in Sofia, she became a lecturer on social work methods. She underlined the importance of personal contact with the needy and the need to collect data, create relationships of trust and support during home visits. 18 Rayna Petkova wrote that the social worker must have some professional skills. The social worker had to be capable of observing the social situation; she must have the courage to take decisions, hygienic, juridical and ethical knowledge, and knowledge of the legislation and institutional base for social work. She had to posses also the skills to speak well, to be kind, to have a warm and responsive heart, to know the psychological characteristics of people in authority and others. 19 According to the curricula at the Social High Social for Women, the students regularly visited poor homes on the outskirts of Sofia in order to observe them and to study how to report on the social situation of families. Women graduates of the school were prepared for social work practice; they knew that it was important to the people and that they could improve their live and change society. One of them wrote: “(…) Armed with the necessary knowledge acquired after two years of hard work, the alumni of the Social High School for Women proceed to the implementation of their skills under extremely severe external conditions but with a burning internal flame for real social work. The theory time is all over now. The thought in the mind is clear – to heal the pains of society, to educate and re-educate friends and relatives – certainly a hard but noble task. There is no place for delicacy, for sentimental sighs, no, the harsh law of life is all around. When taking her duties in hand a social worker faces the daily round of those nearby who are living in grief and misery and who are only sometimes lit up with small delights. They want, seek, struggle, fall in desperation, yield... It is the social worker’s duty to help those people, to make their lives less painful and not as dark. She 18 Rayna Petkova, “Metodi na obshestvenoto podpomagane v Germanija – predi idvaneto na Hitler” (Methods of social assistance in Germany – before Hitler took power), in Medikopedagogichesko spisanie, V.2, 1935, 4-5. 19 Rayna Petkova, Socialnata rabota v Germania (Social work in Germany), (Sofia, 1933). 138
must save them from getting enraged and losing faith, she must infuse faith into their souls, bring them to a new life, better and more humane. Undoubtedly it is a hard task but the strength of mind for its implementation is solid. The mind is armed with knowledge, the determination to stop human suffering is unshakable, the awareness of occupational and personal duty is above all (…)” 20 The Social High School for Women contributed greatly to the establishment of the methods of social work. In ten years, about 500 students were trained. Many of them started to work in social institutions or in municipality social services. They created personal contacts with many women by means of regular home visits. Some of these visits and contacts were used also by political or women’s organisation activists to spread political ideology among the visited women housewives or workers. 21 1. The student’s assessment of home visits can be used to compare past ideologies with the use of present theories and concepts about what can be done, with questions like: 2. What motivated Social High School graduates to work, according to the description above? 3. What was new in the behaviour of a trained social worker in comparison to the visiting nurses or female volunteers? 4. What had a female professional social worker to change according to the description? 5. Which words in the text present the “power over life” (Michel Foucault) of a female social worker at that time? 6. What was different from the “social maternity” ideology? The Municipality Female Social Advisors: The Power to Help or to Deprive? In 1934, municipality social services in Bulgaria were reorganized. Female municipality social workers – social advisors – replaced, in Sofia, the former commissions which included municipality council members and priests. The first eight female social advisors led by a senior female social advisor were 20 Ana Mancheva, “From the practical educational work of the social high schools for women”. Medikopedagogichesko spisanie (1942). 21 See Vera Nacheva, Vremeto e v nas, spomeni I razmisli (The time is into us, memoirs and thoughts), p. 67 – 68. 139
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 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:
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
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 and 124: 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
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: In the 1930s female teachers and ad
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
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
Page 185 and 186: 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
show all

Teaching Gender in Social Work - MailChimp

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?