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Group discussion: Students should return to the questions with which the session began: “Today, we live in a gender-equal world in social work” OR “Today, we do not live in a gender-equal world in social work”. Have opinions changed or are they still the same? Episode 16 Still images: Students are asked to discuss as a group how each student sees the future of women in social work. After the discussion, the students create, in small groups, a series of still images (perhaps three images), which illustrate their conceptions of “women in social work in the near future”. Group discussion: A discussion about the images and about historical trends in the local history of gender in social work. Where are we now, where have we come from, and where are we going to in future? Episode 17 Marking the moment: Members of the group choose a moment that was particularly meaningful or important to them and to which they attach their most important learning experiences. The session ends after a shared discussion of these meaningful moments/experiences and a short evaluation. Other teaching tips and assignments for students: 1. Ask your students to analyse the ‘gender order’ of social work on the basis of historical social work research in your country. You may also use national statistics as a means of gaining an overall picture. Ask students to analyse in small groups what research tells them about gender roles in the social work (or social welfare) profession. How would they describe the historical developments of recent decades? Can they identify specific ‘key moments’ that have been crucial from the gender perspective? 2. Ask your students to examine the selected material you have provided (copies of articles, stories and pictures from old magazines). Instruct them to analyse, in small groups, the impression given by the material concerning “women in social work” and “men in social work”. What kind of differences or congruencies do they find? 56
3. Ask your students to visit a local museum or an exhibition on the history of social welfare or social history. Instruct them to analyse their experiences in small groups, examining gender or gender-specific practices and the means by which women and men were made visible in the exhibition. Ask them to report on their analyses and hold a common seminar where the reports and experiences can be linked with the history of gender in social work. Teaching sources for teachers: Appropriate historical materials: • Archival sources • Old social work textbooks • Old professional magazines • Narratives and (auto)biographical texts of pioneers of social work • Interviews of senior social workers • Committee reports, statistics and laws • Published research works • Pictures and photographs (from archives, museums or old magazines) • Films and videos • Literature and fiction (novels and short stories). References Bowell, Barbara, and Heap S. Brian. Planning Process Drama. London: David Fulton, 2001. Chambon, Adrienne. “Art Works: Between Social Critique and Active Reenchantment”, in Social Work Dialogues. Transforming the Canon in Inquiry, Practice, and Education, edited by Stanley L.Witkin and Dennis Saleebey, 203−226. Alexandria: Council on Social Work Education Press, 2007. Ehrenreich, Barbara, and English Deirdre. For Her Own Good. 750 years of the Experts’ Advice to Women. New York: Anchor Books, 1978. Grossman, Dean Ruth. “‘Good talk’: The Art of Transforming Conversations”, in Social Work Dialogues. Transforming the Canon in Inquiry, Practice, and Education, edited by Stanley L. Witkin and Dennis Saleebey, 5−54. Alexandria: Council on Social Work Education Press, 2007. 57
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Teaching Gender in Social Work Teac
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© Alice Salomon Archive der ASFH B
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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
Page 55 and 56: • Orientatation, warming up Episo
Page 57: Conscience alley /teacher-in-role:
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
Page 103 and 104: Many services and professions are c
Page 105 and 106: of various nations or ethnic groups
Page 107 and 108: 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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