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tive social technologies. These were developed in health policy, social hygiene, welfare and social work, in municipal services, in educational, health and social institutions. The social technologies needed also trained persons who were able to spread and establish them among the population norms and practices. Family work, case work, home visits and other methods were developed initially in charity organisations and then by trained professionals. International exchange, meetings and conferences made possible the intensive spread of these methods and practices. In the 1920s, major international congresses and meetings took place: the International Congresses for Child Protection, the first international conference on social work and others, all of which established important international networks. In the Balkan region and particularly in Bulgaria, biopolitical measures were initiated in the early twentieth century and were intensified after World War I. It was an important aspect of the modernisation process, whereby the region wished catch up with the advanced countries. As part of this modernisation process, health policy, social hygiene, welfare and social work became key practices of the “power over life” in the 1930s. By means of international contacts, the methods and practices of modern social work were adopted in Bulgaria and other Balkan countries. It was a long process of establishing new norms, institutions and procedures, which fundamentally changed Balkan societies. In the field of biopolitics, women played a very important role in different ways. They were the subjects of biopolitical measures concerning natal policies and services and combating infant mortality. On the other hand, women were also key agents in biopolitics, as visiting nurses and charity and professional social workers. They were the people who encountered poverty and were able to enter people’s homes and negotiate social support. The organised women’s movement contributed to the development of social work education and encouraged women to join this profession. The role of women as agents of biopolitics could be seen as an element in a new patriarchal gender order in which men took the power positions. An evaluation of the real place of women in biopolitics would require detailed research, with the evidence being the documentation left by institutions and by social workers themselves. 142
We conclude with a final set of questions for students: 1. What was the place of women in the techniques of “power over life”? 2. Compile a list of the expected personal qualities of women engaged in voluntary and professional social work during the era. Which qualities received particular emphasis? 3. How were women of diverse social backgrounds trained to overcome difficulties and to work under difficult circumstances? 4. How did home visits become a common practice? 5. How did these practices change the place of women in society in the period 1910 – 1940? 6. What was the role of the women’s organisations? 7. What was the role of international communication among women in the establishment of these practices and an educational and professional ethos? 143
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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
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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
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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
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 and 140: In the 1930s female teachers and ad
Page 141 and 142: must save them from getting enraged
Page 143: Questions for students: 1. What was
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
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Teaching with Gender How can educat
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