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provide another way in which to broaden students’ thinking about the complex way in which gender relations are constructed in society and encourage them to engage in a critical debate that avoids generalisations and ethnocentrism. 14 An integrative approach, within the history of the present framework, involves the introduction of broad theories concerning modernity and postmodernity as the next step in providing students with the critical frameworks to problematise the core approaches to feminism referred to above. As Dominelli argues, such approaches encourage a “more sophisticated understanding of women’s position”. 15 Through deconstructing discourses and promoting a more nuanced understanding of gender by means of analyses of power, these approaches challenge generalised thinking. Questions for students to engage with include: 1. What contribution can post-modernist ideas make to understanding gender? 2. Identify the range of ideas that come under the broad banner of ‘post-modern’ feminism? 3. Which authors are most relevant to social work? Why? 4. How do post-modern feminist ideas challenge earlier feminist perspectives? 5. What are the risks of post-modern feminist thinking in terms of the theorisation of patriarchy? 6. What are the strengths of the approach in terms of theorisation of patriarchy? 7. How can post-modern perspectives provide a more critical understanding of ‘women’, ‘men’, ‘gender’ through deconstruction of discourse? 8. How can post-modern feminist perspectives inform social work practice? 9. What are the potentials for engaging men through post-modern feminism? What are the limits? 14 Kurt Schilde and Dagmar Schulte, eds., Need and Care – Glimpses into the Beginnings of Eastern Europe’s Professional Welfare (Opladen: Budrick, 2005); Sabine Hering and Berteke Waaldijk, eds., Guardians of the poor – Custodians of the Public: Welfare History in Eastern Europe 1900-1960 (Opladen: Budrick, 2006) 15 Dominelli, 2002: 32. 24
Themes which emerge from this debate include: • The value of an approach which is less generalised and has more capacity to take into account diversity and difference within the broad concept of ‘gender’ • The value of an emphasis on the fluidity of identity and multi-layered analysis of gender • The risk that the political goal of feminism gets lost within such debates • The limitation that continues to exist in ‘feminist’ approaches in terms of how men and masculinity are incorporated into the debate • The question of how one applies this approach in practice Anti-sexist perspectives are then introduced from two dimensions: under the theme of ‘feminist social work’ and under the theme of ‘anti-sexist social work’. One challenging discussion that emerges from this analysis is the question of how we reconcile the evidence that while gender inequality is still evident in the public sphere with women being underrepresented especially at higher levels of management and government, in social work it is also necessary to reflect critically on how gender stereotyping and sexist thinking affects how interventions with the family occur, especially in terms of such themes as: how men are perceived as ‘carers’ or ‘parents’; gendered responses in child welfare and protection work; the impact of increased gender equality on young males, and so on. To explore this dilemma, an interactive quiz focused on the question of ‘How much have we achieved gender equality in a) the workplace and b) the home’ is used. Questions are raised about such contemporary issues as: pay gaps between men and women; the number of women in public service management; the proportion of women in government positions; and the gender breakdown in universities and on particular courses. Statistics from official data sources are used to highlight that on the one hand, significant achievements have been made in relation to gender equality while at the same time, inequalities continue to be prevalent. This opens up the possibility of debates as to why, for example, the majority of part-time workers are women and how, despite equal opportunities legislation, women continue to be underrepresented in key positions of power in society. Social work itself is an interesting case study 25
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 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
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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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