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Classroom Activity Two: Create a picture in students’ minds of the issues surrounding human reproduction as a socially constructed concept. Organise classroom discussions in groups of 3-4 persons with questions that help to reveal a concept of human reproduction as socially constructed and linked with socio-cultural practices. For example: consider an idea to have a baby. Where does this idea come from? Whose opinions are taken into account? Who is considering having a baby? Who evaluates the characteristics of the woman who is having a baby? Did she want the baby? Did she plan to have the baby at a certain time in her life? What are the options if she cannot conceive naturally? What are the options if she does not want to keep the baby? Should she be married? Should she be of a certain age? Employed? Supported by a man? Supported by the government? How does society go about communicating these notions to individuals? How do individuals contest or accept ideas concerning having the baby from their friends, family, the media, the politicians, schools, religion, and so forth. The answers to these questions may well be complex ones. Moreover, historically, these questions may have taken a different form and the answers may have differed. People from other cultures might also ask different questions concerning human reproduction and come up with different social arrangements accordingly. Case Study One: Gender Ideologies in Human Reproduction Milgran and Mika have six children. Milgran is 27 years old and her husband Mika is 35 years old. They both are unemployed and recently moved into a social apartment, because their previous flat was too expensive for the family to maintain. A local social worker has been visiting the family once a week in order to help Milgran manage the family’s budget, take proper care of the children and keep the apartment tidy. Mika has just been asked to visit the unemployment office where she will obtain unemployment benefit and assistance in finding a job. Milgran is nine months pregnant with the couple’s seventh child. During the counselling at a child welfare agency, Milgran was informed about sterilisation as a family planning measure. She was asked to consider being sterilised after the birth of her seventh child. In your opinion, might this be a violation of her reproductive rights? And what is the significance of the focus on women’s behaviour and attitudes with little attention being given to men’s behaviour and attitudes? 156
Case Study Two: Cultural Differences in Reproduction Strategies Liz is a 29-year-old French woman and she is married to a Chinese man named Kai, who is 44 years old. They met five years ago in China when Liz was on a business trip. A few months later she returned to China on holiday, and Liz and Kai decided to marry. After their marriage they moved to France, where they have been living for three years. This year Liz became pregnant with their first child. In the course of prenatal care Liz found out that she is going to have girl. Liz is afraid to tell her husband Kai, because she has heard from Kai many times that their first child must definitely be a boy. Liz is afraid that he will be very dissatisfied when he finds out that the child is going to be a girl and that he might ask for an abortion, even an illegal one. In what way would you, as a social worker, encourage Liz to manage this situation? 157
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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
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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
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 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: citizens have achieved so much, the
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
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