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with each perspective in order to appreciate the different traditions within this broad field. We begin with some examples of the following categorisations of feminism for illustration: Radical, Liberal and Marxist-Socialist Feminism. Using a history of the present approach, it is emphasised that these approaches need to be judged in the context of their time. 11 In relation to Radical Feminism, the main areas explored are the ideas which promote a radical feminist ideology influenced by a perspective that gender difference is essentially biological; that the removal of the biological reliance of women on men would free women from ‘needing’ a man; that women-only organisations and services were necessary to combat and challenge the impact of patriarchy; that women’s oppression is caused by the control of men over reproduction and through the use of violence and that matriarchal structures were one way to offer an alternative social framework. Questions that are used to explore the strengths and limits of the approach include: 1. Why was Radical Feminism so important in the 1960s and 1970s? 2. What were the major achievements that came about through radical feminist thinking and action? 3. What is its currency for the present day? What is different about today than 1960/1970? 4. What are the strengths of women-only organisations and can you think of some examples? 5. What are the limitations of women-only organisations in terms of promoting gender equality? 6. What are the implications of excluding men in social work? Is this possible in the present day? Is it desirable? Is it anti-oppressive? 7. Is there a risk that, through radical feminist ideas, the oppressed might go on to become the oppressor (Paulo Freire’s Pedagogy of the Oppressed)? 8. Are all men potentially sexist? Are all women definitely not sexist? How does Radical Feminism deal with this? The main themes for debate surround: 11 See Dominelli, 2002, for an overview of each perspective. 20
• The changes that have happened over forty years, which gives Radical Feminism less currency and relevance in the present day • The recognition of the benefit in some circumstances, such as working with women who have experienced violence by men, of women-only organisations, vis-à-vis the need for an inclusive approach in social work across most domains • The risk of exclusion of men and the implications of this for practical social work • The basic assumptions about biological difference • The treatment of gender issues as universal for all women, irrespective of class, culture, ability and so on • The recognition of the need to understand both patriarchal structures and individual attitudes and behaviours (sexism) and distinguish between these in understanding gender difference and oppression. Liberal Feminism is introduced as a less radical and more consensusoriented approach, which was, arguably, most successfully in achieving changes in legislation and policy in relation to gender. 12 In reviewing the achievements of liberal feminism, students are reminded of the range of equal opportunities legislation currently in place, which they now taken for granted, which emerged as a response to the feminist critiques of lack of opportunity and access. Questions for students to research and consider include: 1. What were the main differences between liberal and radical feminism? 2. What were the main causes of gender inequality from the liberal perspective? 3. What kinds of opportunities did women not have in the 1960s and 1970s? 4. What were the implications of focusing on opportunity and access over structural and patriarchal divisions? 5. What have been the main achievements of liberal feminism? What are its limitations? 12 Although as argued by Dominelli, while not as political as radical feminism, liberal feminism has its roots in the work of the Suffragettes, which did have a strong militant dimension; “Women can be liberal feminists and still be militant!” (Dominelli, 2002: 2). 21
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 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
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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
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In the 1930s female teachers and ad
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must save them from getting enraged
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Questions for students: 1. What was
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We conclude with a final set of que
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Human Reproduction Issues in Social
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that reproductive decisions are of
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ate. Natalist policies may be intro
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was that a child, due to one or bot
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and retrieval of egg or sperm, fert
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citizens have achieved so much, the
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Case Study Two: Cultural Difference
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Spektorowski, Alaberto, and Elisabe
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PART III - TEACHING MATERIAL A Phot
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The album consists of two parts, th
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On the following page we see a phot
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Figure 1. Photo album of Alice Salo
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Figure 4. Alice Salomon, 1899, Phot
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Figure 9. Margarete Treuge and Lili
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Figure 21. The Soziale Frauenschule
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Part 2: Ausbildungsstätten - Insti
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Figure 31. Die Wohlfahrtsstelle des
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Figure 36. Service for mentally han
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The second part of the album is hea
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Römer-Gobbin, who wrote about the
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This may be a starting point for di
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Salomon and Beatrice Webb, for exam
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References Addams, Jane. Twenty yea
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NOTES ON CONTRIBUTORS Dr. Adriane F
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Teaching with Gender How can educat
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