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The following photos depict three broadly health-related projects. The first represents an advisory service for the education of children and young people with intellectual disabilities, offered by a welfare society for young people with intellectual or psychological disabilities and also founded in the 1920s (figure 33). The next one shows a scene at a social service in a hospital. Based on the U.S. model, this was started in 1913/14 (figure 34). The last one depicts Dr. Neumann‘s Kinderhaus, the earliest hospital for children and infants in Berlin, founded in 1896 (figure 35). In the following I give a summary of the second part of the photo album: At the beginning there are five photos of the oldest projects of modern professional social work in Germany, these are followed by pictures of newer projects which were founded or established around the time of World War I and in the years of the Weimar Republic, and finally we are shown another early project. Each of these can be characterised as a pioneer project in its field, which means that they were important for the development of social work in two senses: first through their practice and secondly by their training of students for social work. On the other hand – and this is especially interesting for the early years – these projects were influenced and developed by women who were studying social work or had studied it – often at the school of Alice Salomon. To put it in concrete terms: the founder and chairwoman of the Welfare Society for Young Psychopaths (Verein zur Fürsorge für jugendliche Psychopathen) was Ruth Ida von der Leyen (1888–1935). She had attended the Soziale Frauenschule in 1912/13, was subsequently trained by Frieda Duensing in youth welfare, and then she herself trained students of the school, also later lecturing at the school. She wrote the text for the album (figure 36). 9 Heide 9 “The consulting centre for remedial education of the German Welfare Society for Young Psychopaths served as a training centre for the introduction of students of the welfare school [i.e. the Soziale Frauenschule] to the work with psychopathic children. In this special branch of youth welfare, they should learn: the importance, in the case of every single child, of taking his or her personality, education and the environment into consideration; the manner in which abnormal traits become apparent in a child’s behaviour; and how all these aspects are to be taken into consideration for any suitable educational measure. – In practice, the students, apart from their participating in consultation hours and subsequent care, were trained during ‘play afternoons’ to observe psychopathic children, to deal with them and to understand the difficulties to which a psychopathic child is exposed in the community. Ruth Ida v.d. Leyen”. Wronsky, „Alice Salomon“, 16. 182
Römer-Gobbin, who wrote about the female police (figure 37), was a former student of the school, 10 as was also Vera Linger, who signed the text about the Welfare Archives (Archiv für Wohlfahrtspflege) (figure 38). 11 The album thus reveals an impressive network of women and institutions, working together to develop modern social work as a profession in various fields with a corresponding need for education. But it reveals even more than this. The character of the album and the photographic pictures, the manner in which objects/subjects are represented, the composition of the album and the presentation of the explanatory texts, all of these tell us something about how social work was understood and interpreted at the outset, not least because of Alice Salomon. This kind of reflection cannot be replaced by putting forward a scientific theory. To illustrate this, I will conclude by contemplating a single picture in greater detail. The chosen photo, my example, depicts the club of young female workers. This club was founded in 1898 by Alice Salomon and some colleagues (figure 39). Looking at the photograph we may ask: what is the effect and message of this photo? Which impression does it produce? How is it made? To answer the last of these questions, it seems to be a professional photo. The situation looks arranged rather than spontaneous or accidental. It is a composition, and could even be compared to a painting. Each of the young women is appropriately positioned. They are doing various things, playing together, reading, knitting and talking. They are not looking into the camera, but are looking at each other or at what they are doing. It is a plea- 10 “The new professional branch of female police work could not conceivably function without social education. The need for our task was born out of the knowledge of our social work up to now. It is the need for intensely preventive work that suits the character of women working with female and young offenders. Heide Römer-Gobbin”. Wronsky, „Alice Salomon“, 15. 11 “The Welfare Archives, the collection and research place of all material in the area of public welfare takes care of trainees at the welfare school [i.e. the Soziale Frauenschule]. They are given the opportunity to follow discussions about basic problems while working under supervision in the department that is in charge of the magazine collection, the library and the statute book. They get an insight into the development of public welfare while they are working at the organisation files of the Berlin collection in which the development through four decades can be pursued in detail, the effects of industrialisation, of war time and the post-war period. That is of historic and general value because the collection gives an insight into the many different types of public welfare – major urban, small-town and rural public welfare. Students are given the opportunity to learn about typical forms and institutions of public welfare in the collection about all the institutions in the German states, provinces and local authority districts as well as abroad while they work on the special card files. A great number of students have been trainees in the archives since the establishment of the Social Women’s School. Vera Linger“. Wronsky, „Alice Salomon“, 11. 183
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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
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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 and 182: Figure 36. Service for mentally han
Page 183: The second part of the album is hea
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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