Teaching Gender in Social Work - MailChimp

le is aimed mostly at educators, especially those involved in the delivery of
professional social work education and training. In attempting to teach gender in
an integrated way across a range of modules, the following methods are used:
• Electronic and web-based sources provided on a dedicated
intra-net site
• Live quizzes using an electronic personal response system method
to elicit students views and opinions in an anonymous manner
• Personal reflection tools to promote reflexivity; for example, the
development of a continuum-based learning tool.
• Case studies for application and reflection, used in large groups
and tutorials.
These approaches are used in an integrated manner, whereby a range
of resources are provided on a dedicated intra-net site which exists for each
module such as statistics on gender equality; research findings relating to
gender studies; sample readings that illustrate some of the issues etc. Students
are advised to read certain materials before coming to class (for example,
papers on gender indicators in Northern Ireland and the UK) in order to prepare
them for the interactive learning and engage them in the process of inquirybased
learning whereby, with direction through the provision of resources and
web links, they have the basis for pursuing a self-directed learning approach.
Three tools are used interchangeably to promote critical learning and understanding:
a Personal Response System provided by the university teaching support
systems (Turning Point) which enables the design and use of online quizzes
with students to test knowledge and understanding about gender issues in
society and their relevance to social work; the introduction of case studies
which challenge gender stereotyping; and the provision of individual personal
reflection tools for students to question and challenge their own stereotyping
and assumptions about gender. In the limits of this article, a few samples of
these approaches are provided for illustration in the discussion below. This
article attempts to reflect an integrated approach by presenting the interplay
between use of theory, context and exercises to promote student learning. Only
a few samples of content are presented in this article for illustration; the main
focus is on exposing the process of teaching gender in an integrated way. While
the particular theme of the book is teaching history and gender, the model
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