Teaching Gender in Social Work - MailChimp
Teaching Gender in Social Work - MailChimp
Teaching Gender in Social Work - MailChimp
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Conscience alley /teacher-<strong>in</strong>-role: The groups are asked to form an alley, with<br />
the two oppos<strong>in</strong>g groups fac<strong>in</strong>g each other. The teacher, as the mayor, walks<br />
through the alley. Both groups try to persuade the mayor to concur with their<br />
position. The mayor makes the decision: female social workers should not be<br />
allowed to work <strong>in</strong> the town.<br />
Episode 11<br />
Hot seat<strong>in</strong>g /teacher-<strong>in</strong>-role: The teacher (or someone else, if that is justified and<br />
occurs naturally) settles down <strong>in</strong> the role of mayor, tak<strong>in</strong>g a seat <strong>in</strong> front of the<br />
group. The group, now as itself, may <strong>in</strong>terview the mayor. The purpose of this<br />
is to clarify the motives and the concepts of the male mayor.<br />
• Clos<strong>in</strong>g the plot level<br />
Episode 12<br />
The story goes on: The teacher reveals that Anna and the mayor meet <strong>in</strong> the<br />
street. Anna is about to meet some clients. The mayor is about to meet the<br />
supervisory board of social workers, with the purpose of hav<strong>in</strong>g Anna suspended.<br />
Two groups, two people: The scene <strong>in</strong> which Anna and the mayor meet is created.<br />
Two people are chosen to play them, while the others divide <strong>in</strong>to two<br />
groups, one group support<strong>in</strong>g Anna and the other support<strong>in</strong>g the mayor. The<br />
two groups are asked to present their thoughts and op<strong>in</strong>ions about Anna and<br />
the mayor.<br />
Episode 13<br />
Small-group play-mak<strong>in</strong>g (improvisation): Students are divided <strong>in</strong>to smaller<br />
groups and asked to imag<strong>in</strong>e how the story will end and what will happen<br />
to Anna. Then they create short scenes that illustrate life <strong>in</strong> the town <strong>in</strong> ten<br />
years’ time. After the scenes have been presented, the imag<strong>in</strong>ed alternatives are<br />
discussed.<br />
• Abstract<strong>in</strong>g<br />
Episode 14<br />
Emotional statues: Students are asked to form small groups and to empathise<br />
with Anna’s position and consider how she feels. The small groups select a certa<strong>in</strong><br />
episode or moment and then create emotional statues represent<strong>in</strong>g Anna’s<br />
feel<strong>in</strong>gs dur<strong>in</strong>g the episode or at the particular moment. After the performance,<br />
the students’ statues, thoughts and feel<strong>in</strong>gs are shared.<br />
• Reflection and feedback<br />
Episode 15<br />
55