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Women’s School (Soziale Frauenschule) 1 – but it also presents images of social work practice. Such images are very rare, and so the album would be important for this reason alone. But even this does not explain the album’s special value and its special attraction. This can be said: The photo album tells the history of social work or, more precisely, of social women’s work in its beginnings around 1900 when the modern social work profession was born as a profession for women. One must say that the profession was created and developed by women in association with the women‘s movement. That is to say, it developed in the context of each woman’s own emancipation and of women’s emancipation in general, which was an international development. It is not only the fact of telling this exciting history that makes the album an interesting and stimulating source. It is the album’s special way of communicating this history that makes it such a precious source for research and education. I will try to give an impression of both aspects. The rather large album (it measures 40 cm by 30 cm) does not impress by its physical appearance. It is of simple design, being covered only by coloured paper. It contains just eighteen sheets with forty pictures all together. Some of them are professional photos but mostly they are snapshots. The sizes of the photos vary. The earliest photos were taken before 1900, the last ones around 1929. 1 The forerunner of the Alice Salomon University of Applied Sciences was the Soziale Frauenschule – Social Women’s School – with two-year training courses for social work. It was founded by Alice Salomon in 1908. The Alice Salomon University celebrated its 100th anniversary in October 2008. Predecessors of the Soziale Frauenschule were the one-year training courses for social work which started in Berlin in 1899. Almost at the same time, in 1898, the Summer School of Philanthropy started in New York, the later New York School of Social Work (since 1941: Columbia University School of Social Work.) and in 1899 the first school in the Netherlands, School voor Maatschappelijk Werk, (today Domein Maatschappij en Recht / School of Social Work and Law at the Hogeschool van Amsterdam, University of Applied Sciences). Cf. Alice Salomon, Education for Social Work: A Sociological Interpretation Based on an International Survey (Zürich: Verlag für Recht und Gesellschaft, 1937), 191-193, 238-239, with reference to the history of the Alice Salomon School see Adriane Feustel and Gerd Koch, ed., 100 Jahre Soziales Lehren und Lernen: Von der Sozialen Frauenschule zur Alice Salomon Hochschule Berlin (Berlin: Schibri-Verlag, 2008) [with an Introduction in English]. 162
The album consists of two parts, the first part shows the school for social work, the second one shows projects of social work practice. The two parts are of equal length. Perhaps this was intended to show the balance between theoretical and practical education. The album was a donation to Alice Salomon. 2 Figure 1. Photo album of Alice Salomon, 1929, Cover. 2 Alice Salomon (1872–1948) born into an assimilated Jewish family in Berlin, became a founder of social work as a modern profession in theory, practice and education in Germany and a prominent leader of the women’s movement in Germany and internationally. She founded various institutions and organisations in the field of social work education, which are existing still today, and she left about 550 works of theory. In 1933 she lost her position and work in Germany and was expelled from Germany by the Nazis in 1937. She emigrated to the United States and lived in New York. After being forgotten for a long time her person and her work have been rediscovered from 1981 on. Character is Destiny. The Autobiography of Alice Salomon, ed. Andrew Lees (Ann Arbor: The University of Michigan Press, 2004); Alice Salomon, Lebenserinnerungen: Jugendjahre – Sozialreform – Frauenbewegung – Exil, ed. Alice Salomon Hochschule Berlin (Frankfurt a.M.: Verlag Brandes & Apsel, 2008) [First unabridged edition of Alice Salomon’s autobiography “Character is Destiny”]. With reference to her work see the annotated 3 vols. edition of selected writings: Alice Salomon, Frauenemanzipation und soziale Verantwortung: Ausgewählte Schriften in drei Bänden, ed. Adriane Feustel (Neuwied: Luchterhand Verlag, 1997-2004); Kathrin Kish Sklar, Anja Schüler and Susan Strasser ed., Social Justice Feminists in the United States and Germany: A Dialogue in Documents 1885-1933 (Ithaca, NY: Cornell University Press, 1998); Die Schriften Alice Salomons: Bibliographie 1896-2004, ed. Adriane Feustel (Berlin: Alice Salomon Fachhochschule, 2004); Die Schriften Alice Salomons: Online-Bibliografie (http:// www.alice-salomon-archiv.de/angebote/bibliografie.html), (December 2008); Bibliography: All English written texts by Alice Salomon (http://www.alice-salomon-archiv.de/english/online-services.html), (December 2008); Carola Kuhlmann, Alice Salomon und der Beginn sozialer Berufsausbildung (Stuttgart: ibidem Verlag, 2007); Anja Schüler, Frauenbewegung und soziale Reform: Jane Addams und Alice Salomon im transatlantischen Dialog 1889-1933 (Stuttgart: Steiner, 2004). 163
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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
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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
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 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: PART III - TEACHING MATERIAL A Phot
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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