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private and public, civil and political, emotional and rational, and so forth, where the first binary pole is said to belong to women and the other to men. This matrix of thought is sustained by disconnecting the past, knowledge of which could assist us in transcending such binary thinking. The aim of the book is to focus on the teaching of gender and social work in social work education. It will examine the methods and approaches used in the teaching of gender and history, demonstrating the use of teaching material that includes gender. Further, it will focus on important issues that facilitate an understanding of gender, inequalities and injustices and help us to rethink the role of women in the establishment of the social work profession. The book is divided into three parts. Articles in the first part relate to the teaching process. They include methods, tools and new approaches to teaching. They also reflect on the teaching process and its implications for students’ understanding of gender. Articles in the second part show how the past can be used to explain the present. They refer to various historical developments with an impact on women and their position and role in social work. They also explore how gender in social work is constructed. An article comprising the third part of the book is teaching material itself; it presents a photo album from the Alice Salomon Archive in Berlin and tells the story of the beginnings of social work in Germany. The first part of the book is entitled “Reflections on Teaching and New Approaches”. Caroline Skehill outlines the way in which gender and social work has been taught in an integrative fashion. While referring to some of the major theories of feminism and gender perspectives, the primary aim of the article is to comment on the process and method of teaching gender and social work. Mirja Satka and Johanna Moilanen explore a case of gender division in Finnish public administration, which can be traced back to the nineteenth century and still exists almost unchanged. While the women directly involved in providing services placed a primary value on care and concern for human well-being, the social welfare administration run by men prioritised economics. The result is today’s welfare bureaucracy, in which control is exerted by men through a demand for economy and efficiency. Elena Iaskaia Smirnova and Pavel Romanov develop and adopt a method of using visual sources in social work education. Visual sources can be used to deconstruct the manner in which social problems have been defined throughout history and to demonstrate how such ideologies continue to influence social work practices. Visual sources are 12
especially valuable when seeking to explore the lives, roles and social positions of groups that have been excluded from written history, including women. The second part is entitled “Teaching with History: Using the Past to Reflect the Present”. Vesna Leskošek focuses on two concepts in social work education: gender and history. She explores what happened to women’s bodies in history and what is the impact on the current status of women. Women were exposed to several kinds of violence, including trading, trafficking, forced marriages and mass murders. These are important issues in social work education. Darja Zaviršek claims that the interconnectedness and interdependency of the social construction of gendered behaviour in the mental health context, are still underrepresented in social work teaching. This applies to medical diagnoses of hysteria. This phenomenon shows how an ambivalence towards paternalism and the autonomy of women in terms of knowledge, social policy and welfare, continues to dominate mainstream teaching within the social sciences. The article by Kristina Popova analyses the importance of home visit practices as a key method in biopolitics in Bulgaria as well as their development by female charity and professional organisations over a period of 25 years. Women of various social and educational backgrounds took part in these activities spanning class and region. Jurate Gudliauskaite Godvade focuses on a concept of human reproduction that is described as socially constructed and politically contested. Two different approaches to human reproduction population control and reproductive health are discussed. Issues of reproductive justice covered in this article include forced sterilization and the use of assisted reproductive technologies, which are also relevant to social work. The third part consists of teaching material. Adriane Feustel presents a photo album of one of the oldest schools for social work, now known as the Alice Salomon University of Applied Sciences. The photo album is presented as a source for research and training on the history of social work and education. The collection of photographs is explored in terms of the represented objects themselves and their depiction. Some of the photographs are commented upon and interpreted in detail, for a better understanding of the manifold issues involved. The book addresses several broad concepts and fields: social work, history and women’s studies. It will be of use to social workers, historians, sociologists, those interested in gender studies, as well as health professionals with an interest in issues of mental health, human reproduction or early health prevention strategies. 13
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: • Working with the poor and peopl
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
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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
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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
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other organs 3 and later as an illn
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Instructions for a case study Altho
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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
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narration. Women’s stories were p
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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
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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
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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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