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© Alice Salomon Archive der ASFH Berlin. Welfare Archives of the Private Charity Organisation Society in Berlin: Students studying the files, Archiv für Wohlfahrtpflege, Zentrale für private Fürsorge, n.d., source: Wronsky, S[idonie]: ”Alice Salomon. Erinnerungsbuch im Auftrage einer Reihe von Mitarbeitern und Freunden,” 1929. Series editors: Annika Olsson, Andrea Petö and Berteke Waaldijk Editorial board: Barbara Bagilhole, Gunilla Bjeren, Rosi Braidotti, Anna Cabo, Sara Goodman, Daniela Gronold, Aino-Maija Hiltunen, Nina Lykke, Linda Lund Pedersen, Elzbieta H. Oleksy, Anastasia-Sasa Lada, Suzanna Pavlou, Kirsi Saarikangas, Adelina Sanchez and Svetlana Slapsak Editorial Assistant: Noémi Kakucs Titles in the Series: 1. Teaching Gender, Diversity and Urban Space. An Intersectional Approach between Gender Studies and Spatial Disciplines 2. Teaching Gender in Social Work 3. Teaching Subjectivity. Travelling Selves for Feminist Pedagogy 4. Teaching with the Third Wave. New Feminists’ Explorations of Teaching and Institutional Contexts 5. Teaching Visual Culture in an Interdisciplinary Classroom. Feminist (Re)Interpretations of the Field 6. Teaching Empires. Gender and Transnational Citizenship in Europe 7. Teaching Intersectionality. Putting Gender at the Centre 8. (Previously published by ATHENA and the Women’s Studies Center at NUI Galway). Teaching with Memories. European Women’s Histories in International and Interdisciplinary Classrooms Published by ATHENA3 Advanced Thematic Network in Women’s Studies in Europe, the University of Utrecht and the Centre for Gender Studies, Stockholm University “This book has been published with the support of the Socrates/Erasmus programme for Thematic Network Projects of the European Commission through grant 227623-CP-I-2006-I-NL-ERASMUS-TNPP” ZuidamUithof Drukkerijen, Utrect 2009
CONTENTS Introduction 9 Vesna Leskošek 9 PART I – REFLECTIONS ON TEACHING AND NEW APPROACHES 15 An Integrative Approach to Teaching Gender and Social Work 15 Caroline Skehill 15 Abstract 15 Exploring Theories and Frameworks for Understanding Gender and Social Work 17 Problematising Gender Perspectives and Social Work: Introducing Anti-discriminatory and Empowerment Perspectives 29 Conclusion 31 The Roots of the Social Work Profession as a Resource in the Dialogical Teaching of Gender 35 Mirja Satka and Johanna Moilanen 35 Abstract 35 Why is the Problematisation of Gender in History Important in Social Work? 36 How to Teach Gender Issues? 37 The Origins of Task Division by Gender in Social Services: Why Do Men Make Decisions and Women Deliver Services? 39 The Dawn: Philanthropy and the Poor Law 39 The Feminisation of Poor Relief 43 Why Was Administration Not For Women? 43 Concluding Remarks 47 Process Drama in Teaching Gender and Social Work History – An Example of Best Practices in Teaching 48 An Example of a Process Drama Examining Gender in Social Work History 51 Visual Sources in Teaching History and Gender in Social Work 59 Elena Iarskaia-Smirnova and Pavel Romanov 59 Abstract 59 Representation Analysis 61 Participatory Techniques: What Can Students, Clients and Social Workers do with Visual Methods? 66 Visual methods in participatory research 67 3
Page 1: Teaching Gender in Social Work Teac
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 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
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• Orientatation, warming up Episo
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Conscience alley /teacher-in-role:
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3. Ask your students to visit a loc
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Visual Sources in Teaching History
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In addition to this, the interpreta
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We have used these ideas in classes
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Visualisation of concepts: • Stud
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students express their expectations
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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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