Teaching Gender in Social Work - MailChimp

More documents

Recommendations

Info

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
Page 1:
Teaching Gender in Social Work Teac
Page 4 and 5:
© Alice Salomon Archive der ASFH B
Page 6 and 7:
Visual intervention: research for s
Page 8 and 9:
LIST OF TABLES Gender division at m
Page 11 and 12:
Introduction Vesna Leskošek The bo
Page 13 and 14:
• Working with the poor and peopl
Page 15:
especially valuable when seeking to
Page 18 and 19:
le is aimed mostly at educators, es
Page 20 and 21:
ween’ reflect the majority view w
Page 22 and 23:
with each perspective in order to a
Page 24 and 25:
6. Do you think there was a need to
Page 26 and 27:
provide another way in which to bro
Page 28 and 29:
wherein the majority of students an
Page 30 and 31:
mothers, but she definitely believe
Page 32 and 33:
c) from a history of the present pe
Page 34 and 35:
alongside, and not above or below,
Page 37 and 38:
The Roots of the Social Work Profes
Page 39 and 40:
Our aim is to make history and the
Page 41 and 42:
for teaching gender from a historic
Page 43 and 44:
loyalty and duty, the new one requi
Page 45 and 46:
The Feminisation of Poor Relief At
Page 47 and 48:
and mother. Even the ever well-info
Page 49 and 50:
As an example of what it meant for
Page 51 and 52:
their ability to empathise. All thi
Page 53 and 54:
fictive or non-fictive materials, i
Page 55 and 56:
• Orientatation, warming up Episo
Page 57 and 58:
Conscience alley /teacher-in-role:
Page 59 and 60:
3. Ask your students to visit a loc
Page 61 and 62:
Visual Sources in Teaching History
Page 63 and 64:
In addition to this, the interpreta
Page 65 and 66:
We have used these ideas in classes
Page 67 and 68:
Visualisation of concepts: • Stud
Page 69 and 70:
students express their expectations
Page 71 and 72:
We have used the mapping technique
Page 73 and 74:
Some authors employ visual particip
Page 75 and 76:
Social work educators may develop t
Page 77 and 78:
Visual methods for social reforms:
Page 79 and 80:
One of the few women among the famo
Page 81 and 82:
We were inspired by this idea and r
Page 83 and 84:
Jo Spence (1934 - 1992) was a Briti
Page 85 and 86:
The most effective application of t
Page 87 and 88:
Huss, Ephrat, and Julie Cwikel. “
Page 89 and 90:
PART II - TEACHING WITH HISTORY: US
Page 91 and 92:
Wave of Feminism. Reclaiming the po
Page 93 and 94:
Toleration of domestic violence was
Page 95 and 96:
• Can they share stories from the
Page 97 and 98:
When speaking of mass deaths in Slo
Page 99 and 100:
girls were exposed in many ways to
Page 101 and 102:
public sphere. Those belonging to t
Page 103 and 104:
Many services and professions are c
Page 105 and 106:
of various nations or ethnic groups
Page 107 and 108:
Scott, Wallach Joan. Gender and the
Page 109 and 110:
Teaching Gender Through Diagnosis i
Page 111 and 112:
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 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
show all

Teaching Gender in Social Work - MailChimp

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?