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Figure 40. Service for mentally handicapped children and young people, n.d., photo album, sh 16. Figure 41. Service for mentally handicapped children and young people, n.d., photo album, sh 16. Figure 42. Female Police, n.d., photo album, sh 15. 180
The second part of the album is headed Ausbildungsstätten. It shows the social work projects and institutions that were used in the practical training of students of the Alice Salomon School. Each of the following ten pages presents one project or institution. At first you see a photo that may well be familiar, as it has been reproduced in various publications (figure 25). It depicts the first club of female workers, founded in Berlin in 1898. In contrast to the first part of the album, the photos of the projects are commented upon and signed (figure 26). 7 First the pages as a whole will be examined so that you can get an overview. Then one of the photos will be elaborated upon. On the second page you see a situation in the office of the Private Charity Organisation Society (Zentrale für private Fürsorge). It is also a picture from the 1920s, albeit the society had been founded in 1893 under the name Gesellschaft für Ethische Kultur (Society for Ethical Culture). It was one of the cradles of social work in Germany. 8 Its director, until 1920, was Albert Levy, a lecturer at the Soziale Frauenschule as we have already seen (figure 27). The next photo also relates to this society and shows young women, perhaps students, studying the files of the Welfare Archives (figure 28). Its longstanding chairwoman was Siddy Wronsky, who was also a teacher at the Soziale Frauenschule (see figure 13). The fourth project, the Verein Jugendheim Charlottenburg, a well-known social education and training project, which had been founded in 1896 with Anna von Gierke as its head, organised among other things the first social services in public schools. The association was liquidated by the National Socialists in 1934 (figure 29). The following photo shows the opening of a new Fröbel Kindergarten in a working-class district in the eastern part of Berlin, another institution where students were trained (figure 30). Next we are shown a rather different type of institution, namely the welfare service of the Central Youth Office of the Berlin Police Headquarters (figure 31). The next photo was also taken of the police, the newly founded female police force (figure 32). 7 “The Club of Female Workers was one of the first places where socially active women came together with female workers to celebrate and live together. Here the students could get an insight into the life of women of the working classes, their joys and miseries, and learned to understand the nature of this life. Anna Misch“. S[idonie]Wronsky, „Alice Salomon. Erinnerungsbuch im Auftrage einer Reihe von Mitarbeitern und Freunden,“ (annotated photo album, 1929, Alice Salomon Archiv, Alice Salomon Hochschule Berlin): 9 8 Adriane Feustel and Heidi Koschwitz, „Die Zwillingswiege Sozialer Arbeit in Berlin“, Soziale Arbeit 57, no.10/11 (2008): 371-382. 181
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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
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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
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 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: Figure 36. Service for mentally han
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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