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6. Do you think there was a need to distinguish between the potential for oppression of educated women as opposed to those who did not have this access? 7. What were the implications of focusing on ‘women’ as a general category without emphasising differences in experiences based on class, culture, ability, etc.? 8. What implications does liberal feminism have for work with men? How are they understood/ included/worked with in social work through this approach? 9. What relevance does the approach have for the present day? The themes for debate which emerge from such questions include: 1. The varied success of equal opportunities in ‘levelling’ the playing field in the world of work, especially at higher management and political levels 2. The problem that it treats the interests and needs of ‘women’ as generic and does not distinguish sufficiently between women from different backgrounds, class positions or cultures 3. The argument that given the nature of social work, to assume that the issues for a professional educated woman are similar to those of a woman from a socially disadvantaged background is problematic given the realities of access and opportunity, which are most available to those with the physical and social resources to avail of them 4. A lack of clarity as to how men are incorporated into the approach from a practice perspective The Marxist-Socialist Feminist perspective for social work is introduced as an approach which provided the analytical tools to take the liberal feminist thinking further in terms of considering the issues surrounding gender equality, and which takes into account that women with less power – financial or social – are most likely to suffer from the effects of patriarchy and gender inequality. Questions for students to research and consider include: 1. What are the main differences between Marxist Socialist Feminism and Radical Feminism? Are there similarities? 22
3. How is anti-discrimination and anti-oppressive practice possible through this method? 4. How does this approach problematise men and masculinity? 5. What emphasis is placed on biological difference vis-à-vis arguments about social construction? 6. To what extent are gender relations socially constructed? 7. Is there space in present day social work for this approach? What are the limitations? Themes for debate which emerge from this include: • A recognition of the value of breaking down gender into lines of class in particular • Along with the other two main perspectives, it has tended to be most relevant for problematising a Western democratic context and less so for understanding issues for women from ethnic minorities in the United Kingdom or for understanding feminism within different governance and social structures. • It puts gender above other forms of discrimination which need equal attention: for example, discrimination against women and men on the grounds of race, disability, religion, and so on. • It does not provide sufficient guidance concerning how to engage men via this approach in social work. Moving on to the introduction of broader international perspectives opens up space for understanding gender from a cultural perspective in particular. This is done via discussions of Black Feminism along the same lines as above, as well as emphasising an understanding of ‘the family’ from an international perspective. For example, students learn to reflect critically on readings such as the special edition of the journal International Sociology and Social Policy on ‘Kinship and Family in International Context’ as an illustration of how family life and gender relations are constructed within their own social and political context. 13 Findings from recent histories of social work in Eastern Europe 13 International Sociology and Social Policy: Special Edition “Kinship and Family in International Context” 5, no. 3 (2005). 23
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 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
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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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