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alongside, and not above or below, other potential forms of discrimination and oppressive. As the understanding of power becomes more sophisticated, so also do the debates. One may conclude that it is too simplistic to say that this is the major issue of the day, given all of the other challenges that are faced by service users and carers. Still, we cannot lose sight of the contribution that feminist and gender-related theories have made and continue to make. The need for us to have courage and confidence in engaging deeply with the issues in order to be able to grapple with the ongoing contradictions and challenges illustrated in this discussion and familiar to readers is thus emphasised. Dealing with gender in an integrated manner allows for it to imbue teaching across a range of areas, but this can also mean that sufficient attention may not be paid to the particularities alongside the other integrated themes. Using such approaches as those set out above (within modules and/or lectures on family policy, anti-discriminatory practice, power and empowerment, and child care and welfare)should ensure that sufficient attention is paid to the dilemmas of gender relations and stereotyping within the broader context of preparing to become a generic social worker. As noted at the beginning, this article does not seek to show that such an approach is necessarily better than a more specialist form of teaching; rather it illustrates how, within a generic programme, gender can be maintained as a core area of consideration within the broader context of social work education and training. 32
References Dean, Mitchell. Critical and Effective Histories: Foucault’s Methods and Historical Sociology. London: Routledge, 1994. Dominelli, Lena. Feminist Social Work Theory and Practice. Basingstoke: Macmillan, 2002. Faubion, James D., ed. Michel Foucault: Power. London: Penguin, 2000. Giddens, Anthony. Sociology. Cambridge: Polity, 2006. Hering, Sabine, and Berteke Waaldijk, eds. Guardians of the Poor – Custodians of the Public: Welfare History in Eastern Europe 1900-1960. Oplanden: Budrick Publishers, 2006. International Sociology and Social Policy: Special Edition “Kinship and Family in International Context” 5, no. 3, (2005). Laird, Siobhan, E. Anti-Oppressive Social Work: A Guide for Developing Cultural Competence. London: Sage, 2008. Schilde, Kurt, and Dagmar Schulte, eds. Need and Care – Glimpses into the Beginnings of Eastern Europe’s Professional Welfare, Oplanden: Budrick Publishers, 2005. Skehill, Caroline. “Women and the History of Social Work in the Early to Mid-20th Century in the Republic of Ireland” in Amid Social Contradictions. Towards a History of Social Work in Europe, edited by Gisela Hauss and Dagmar Schulte. Opladen: Budrich Publishers, 2009. Skehill, Caroline. “Researching the history of social work: Exposition of a history of the present approach,” European Journal of Social Work, 10 no. 4, (2007): 449-463. Thompson, Nigel. Anti-Discriminatory Practice. Basingstoke: Palgrave, Macmillan, 2006. 33
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 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
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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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