- Page 1: Teaching Gender in Social Work Teac
- Page 5 and 6: CONTENTS Introduction 9 Vesna Lesko
- Page 7 and 8: “We See Only Days Full of Work an
- Page 9: Figure 23. Educational tours and fr
- Page 12 and 13: Contemporary research shows that th
- Page 14 and 15: private and public, civil and polit
- Page 17 and 18: PART I - REFLECTIONS ON TEACHING AN
- Page 19 and 20: discussed here is illustrated as su
- Page 21 and 22: tory of feminism in Irish politics
- Page 23 and 24: • The changes that have happened
- Page 25 and 26: 3. How is anti-discrimination and a
- Page 27 and 28: Themes which emerge from this debat
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- Page 31 and 32: about being shy. Frank is shocked t
- Page 33 and 34: an explicit perspective of cultural
- Page 35: References Dean, Mitchell. Critical
- Page 38 and 39: Why is the Problematisation of Gend
- Page 40 and 41: The underlying connections between
- Page 42 and 43: Women had a socially important task
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- Page 46 and 47: civilise the lower classes. The civ
- Page 48 and 49: From 1880, the most prosperous town
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The aim is to alternate between the
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is worthwhile utilising (auto)biogr
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scenes about the everyday life of A
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Group discussion: Students should r
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Hardy, Rob. “Doing Good and Winni
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New technologies, including image d
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along with the ideas of inclusion h
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Media and popular discourse analysi
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Figure 3. Social work students in S
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unreliable, or which cannot be inte
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Figure 4. Shooting an animation fil
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Visual intervention: research for s
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• learning and teaching about fam
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In the early twentieth century, pho
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• A Procession of Them. Eugene Ri
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Visual techniques in therapy In chi
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The Five Techniques of Photo Therap
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References Banks, Marcus. Visual Me
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Orellana, Marjorie Faulstich. “Sp
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knowledge of sexual differences and
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construction of femininity and masc
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the other personal possessions in a
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twentieth century. Bride buying was
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Case study Use both sections as cas
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Until as late as the nineteenth cen
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debates about sexual difference, wh
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that ultimately make such distress
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References Braidotti, Rosi. “Konc
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106
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Hysteria has always been a social p
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Like so many other writers, he sugg
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sensory points in relation to other
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symptoms that a man must recognise
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as natural, inborn marks of a perso
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fore overwhelmingly women over sixt
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that came from the lower social cla
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Skubic not only wanted to give inst
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References Bassuk, Ellen. “The Re
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126
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Crossing Borders In a summer day of
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In his article about early home vis
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during the Balkan wars (1912 - 1913
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In the same year the head of the co
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the families? Who would visit regul
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her knowledge in Bulgaria. Returnin
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hired in the municipality in the sa
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tive social technologies. These wer
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References Dean, Mitchell. Governme
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International Association of School
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Heather Widdows 10 emphasises that
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governance and regulation by the st
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are still taking place: for example
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social issues involved in family fo
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Classroom Activity Two: Create a pi
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References Andrews, Lori B. “How
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160
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Women’s School (Soziale Frauensch
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The presentation of the photo album
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In the middle of the page we see a
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Part 1: Die Soziale Frauenschule -
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Figure 6. Lecturers of the Soziale
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Figure 15. Conference room. Figure
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Figure 24. Three students in the we
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Figure 28. Das Archiv für Wohlfahr
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Figure 33. Fürsorge für jugendlic
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Figure 40. Service for mentally han
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The following photos depict three b
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sant and inviting scene. The young
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is un doubtedly of current signific
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Sinking of the Titanic”). See als
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Maur, Karin von, ed. Max Beckmann:
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