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Sinking of the Titanic”). See also the comments on the social dimension of the departures of modern art by Ernst H. Gombrich in his well-known book The Story of Art. 19 The analysis of the historical context using visual sources in connection with original documents allows students a more complex insight into historical developments. It opens various avenues and can help to build a personal relationship to historical conflicts and to comprehend them as part of our current times. 19 Karin von Maur, ed., Max Beckmann: Meisterwerke 1907-1950 (Stuttgart: Hatje, 1994): 72 ff and 63 ff., Ernst H. Gombrich, Die Geschichte der Kunst (Köln: Phaidon, n.d.); Ernst H. Gombrich, The Story of Art (UK: Phaidon Press, 16th ed. 2006); cf. Adriane Feustel, “Konzepte des Sozialen in Europa nach 1900 – Alice Salomon.” in Europa und Amerika. Unterschiedliche Vorstellungen des Sozialen? Europe and America: Different Conceptions of the Social? ed. Adriane Feustel. (Berlin: Alice Salomon Fachhochschule, 2005), pp. 29-37. 188
References Addams, Jane. Twenty years at Hull House: with autobiographical notes. New York: Macmillan 1911. Reprint: Urbana: University of Illinois Press, 1990. German translation: Addams, Jane. Zwanzig Jahre sozialer Frauenarbeit in Chicago. Übersetzt von Else Münsterberg, mit einem Geleitwort von Alice Salomon, München: Beck 1913. Barthes, Roland. Die helle Kammer: Bemerkung zur Photographie. Frankfurt a.M.: Suhrkamp Verlag, 1985. Feustel, Adriane, ed.. Bibliography: All English written texts by Alice Salomon ( “http://www. alice-salomon-archiv.de” http://www.alice-salomon-archiv.de/english/online-services.html), (December 2008). Feustel, Adriane, ed. Die Schriften Alice Salomons: Bibliographie 1896-2004. Berlin: Alice Salomon Fachhochschule, 2004. Feustel, Adriane, ed. Die Schriften Alice Salomons: Online-Bibliografie (http://www.alicesalomon-archiv.de/angebote/bibliografie.html), (December 2008). Feustel, Adriane. “Die Soziale Frauenschule (1908-1945)”. In Feustel and Koch, 100 Jahre Soziales Lehren und Lernen, 29-103. Feustel, Adriane, and Gerd Koch, ed. 100 Jahre Soziales Lehren und Lernen: Von der Sozialen Frauenschule zur Alice Salomon Hochschule Berlin (Berlin: Schibri-Verlag, 2008). Feustel, Adriane, and Heidi Koschwitz. “Die Zwillingswiege Sozialer Arbeit in Berlin,” Soziale Arbeit 57, no.10/11 (2008): 371-382. Feustel, Adriane. “Konzepte des Sozialen in Europa nach 1900 – Alice Salomon.” In Europa und Amerika. Unterschiedliche Vorstellungen des Sozialen? Europe and America: Different Conceptions of the Social? edited by Adriane Feustel. Berlin: Alice Salomon Fachhochschule, 2005, 29-37. Feustel, Adriane. “The Significance of International Relations and Cooperation in the Works of Alice Salomon”. Translated by Swantje Siepmann, http://www.uni-kassel.de/frau-bib/ publikationen/ariadne_alt_inhalt_49_text_feustel_en.htm (accessed February 22, 2009); Original German version: Feustel, Adriane. “Die Bedeutung internationaler Beziehungen und Zusammenarbeit im Werk Alice Salomons.” Ariadne. Forum für Frauen- und Geschlechtergeschichte, no. 49 (2006): pp. 24-29. Gombrich, Ernst H. The Story of Art. UK: Phaidon Press, 16th ed. 2006. Hof-Atelier Elvira. München: Münchner Stadtmuseum, 1986. Kuhlmann, Carola. Alice Salomon und der Beginn sozialer Berufsausbildung. Stuttgart: ibidem Verlag, 2007. Lees, Andrew. Cities, Sin and Social Reform in Imperial Germany. Ann Arbor: University of Michigan Press, 2002. 189
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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
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tions. These were the generations t
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to bring sick people to hospitals o
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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 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: Salomon and Beatrice Webb, for exam
Page 193 and 194: NOTES ON CONTRIBUTORS Dr. Adriane F
Page 196: Teaching with Gender How can educat
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