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historical moment when women first stepped into the public domain of the local administration of poor relief, they had serious difficulties in seeing human suffering as an economic issue. They were reluctant to view problem through the lens of patriarchy and capitalism. For them it was not something that could be solved by administration or reorganisation, based on the rules of the existing economic order. This factor explains, in addition to all the common prejudices of patriarchy, why women were not suitable as policy makers but were in demand as social case workers controlled by their male colleagues. On the other hand, one could argue that the problem of reconciling the principles of economy and emotion in social work was solved in two different ways by the two sexes. Those who had the power to make decisions withdrew to administration, because the problem could be more conveniently handled there. The solution women had to develop in order to survive with their “well-developed sense of charity” was the ideology and narrative that we now refer to as social work. Process Drama in Teaching Gender and Social Work History – An Example of Best Practices in Teaching Teaching the history of social work aspires to promote understanding of the relationship between the past and the present, mediating socio-historical knowledge and the formation of “historical consciousness”. Drama education can be successfully utilised in teaching the history of social work, and in many other areas. The basic idea is that education and learning with drama is always conducted in groups. Collaboration and a sharing of the expertise of students and of the teacher should improve the social, communicative and group work skills of students; and it is an opportunity to employ the dialogical teaching method. In addition, it serves as a practical example of the application of drama as a method in social work practice. Drama provides means for examining the actions of individuals, groups and communities (even whole societies) in certain historical situations or at particular moments. Drama education is based on experiential learning and the capacity of individuals to empathise and identify with different characters or situations. At the same time, the means provided by drama and role-playing, for example, can promote students’ reflection on their own personality and life history, clarifying their self-image, values and attitudes, and strengthening 48
their ability to empathise. All this will further their professional development. Drama enables students to see certain themes and situations from the perspective of ‘the other’; acting out different roles and positions encourages students to identify with the “other” and to gain an understanding of various perspectives on human life. 12 In the following, we shall examine some aspects of process drama 13 as a method that can be applied in the teaching of gender and social work history. We shall present examples and ideas for conducting process drama and drama education in general. The ideas and instructions presented here are linked with the earlier part of this article that provides intellectual insights into the formation of gender divisions in Finnish social work. The case example is supposed to function as reference material and as a stimulus. In our view, before the actual teaching session, students should read it or other factual or researchbased reference material.. Process drama means participatory theatre with no audience. It does not follow a manuscript, but the plot and the events are developed during the working session. The emphasis is on the process of exploring different topics through drama conventions (or techniques). The teacher usually plans the structure, the proceeding, and the episodes of a process drama. The fictive and imagined world, settings and roles in which learning is realised, are constructed in collaboration with students. Process drama is improvisational in nature, but it does have a certain structure. It consists of episodes or phases, which are interrelated. There is no external audience, but the group of learners are an audience to them selves. The aim is to create imagined worlds that enable participants to learn in a specified context. 14 These worlds are created by using different conventions or working methods. The conventions “are an agreed way of structuring a dramatic encounter, through the use of space, action and time, to create meaning”. 15 12 See Dorothy Heathcote and Gavin Bolton, Drama for Learning: Dorothy Heathcote’s Mantle of the Expert Approach to Education. (Portsmouth: Heinemann, 1995); , Jonothan Neelands. Structuring Drama Work: A Handbook of Available Forms in Theatre and Drama. (Cambridge: Cambridge University Press, 1990). 13 Drama in education (DIE) can also be used as a synonym for process drama, see Jouni Piekkari, ed. DRAMA − A Way to Social Inclusion. Practical Process Descriptions for Drama Workers. (University of Turku, Centre for Extension Studies, 2005). Available online: www.tkk.utu.fi/extkk/dramaway/docs/1_Drama_a_way-book.pdf 14 Cecily O’Neill, Drama Worlds. A Framework for Process Drama. (Portsmouth: Heinemann, 1995). 15 Allan Owens and Keith Barber, Drama Works. (Carlisle: Carel, 1997); see also Jonothan Neelands. Structuring Drama Work: A Handbook of Available Forms in Theatre and Drama. (Cambridge: Cambridge University Press, 1990). 49
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 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: As an example of what it meant for
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
Page 85 and 86: The most effective application of t
Page 87 and 88: Huss, Ephrat, and Julie Cwikel. “
Page 89 and 90: PART II - TEACHING WITH HISTORY: US
Page 91 and 92: Wave of Feminism. Reclaiming the po
Page 93 and 94: Toleration of domestic violence was
Page 95 and 96: • Can they share stories from the
Page 97 and 98: When speaking of mass deaths in Slo
Page 99 and 100: girls were exposed in many ways to
Page 101 and 102:
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
Page 111 and 112:
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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