Teaching Gender in Social Work - MailChimp

More documents

Recommendations

Info

References Banks, Marcus. Visual Methods in Social Research. London: Sage, 2001. Banks, Marcus. “Visual research methods,” Social Research Update, no. 11, (1995). Bonnell, Victoria E. Iconography of Power: Soviet Political Posters Under Lenin and Stalin. Berkeley: University of California Press, 1998. Cavin, Erica. “In search of the viewfinder: A study of a child’s perspective,” Visual Studies 9, no. 1 (1994): 27–41. Chalfen, Richard, and Michael Rich. “Combining the Applied, the Visual and the Medical: Patients Teaching Physicians with Visual Narratives.” In Visual Interventions, edited by Sarah Pink, 53–70 Oxford – New York: Berghahn. 2007. Ellis, Gwen, and Mike Garland. “The making of ‘Home Improvements’ - tools for working with families in Aotearoa/ New Zealand’. Reflections on creating a video resource for teaching purposes,” Social Work Education, 19, no. 4, (2000): 403–408. Finnegan, Cara. Social Welfare and Visual Politics: The Story of Survey Graphic, available at “http://newdeal.feri.org/sg/essay01.htm” http://newdeal.feri.org/sg/essay01.htm (accessed at January 10, 2009) Frohmann, Lisa. “The Framing Safety Project. Photographs and Narratives by Battered Women,” Violence Against Women, 11, no. 11, 2005): 1396–1419. Rosenthal Gelman, Caroline, and Carol Tosone. “Making It Real: Enhancing Curriculum Delivery Through the Use of Student-Generated Training Videos,” Journal of Technology in Human Services, 24, no. 1, (2006): 37–52. Graham, Jennifer R. “Jacob Riis. The Photographer as a Social Reformer,” Suite: “http://historicalbiographies.suite101.com/article.cfm/jacob_riis” http://historicalbiographies.suite101. com/article.cfm/jacob_riis (accessed at January 11, 2009) Han, Meekyung, and Susan Stone. “Access to Psycho-Social Services Among Pregnant and Parenting Teens: Generating Questions Using Youth Reports and GIS Mapping Techniques,” Child Youth Care Forum 36, (2007): 213–224. Holbrook, Agnes Sinclair. “Map Notes and Comments,” Hull-House Maps and Papers: A Presentation of Nationalities and Wages in a Congested District of Chicago, Together with Comments and Essays on Problems Growing Out of the Social Conditions. New York: Thomas Y. Crowell, 1895: 3-23. Hundt, Gillian, Loraine Blaxter, Clare Blackburn, Ann Jackson, Claudette Bryanston, and Denise Tanner. “Learning from the Voices of Experience - Increasing the centrality of ‘voices of experience’ in teaching and learning,” Education Innovation Fund - Audio-Visual Project Warwick, 2008, available at: International Visual Methodology for Social Change Project “http://www.ivmproject.ca/resource_bibliography.php” http://www.ivmproject.ca/resource_ bibliography.php (accessed January 10, 2009) 84
Huss, Ephrat, and Julie Cwikel. “Embodied drawings as expressions of distress among impoverished single Bedouin mothers Arch,” Women’s Mental Health, 11, (2008): 137–147. Keller, Colleen, Julie Fleury, Adriana Perez, Barbara Ainsworth, and Linda Vaughan. “Using Visual Methods to Uncover Context,” Qualitative Health Research, 18, no. 3, (2008): 428–436. Langford, Martha. Suspended Conversations: The Afterlife of Memory in Photographic Albums. Montreal and Kingston: McGill-Queens University Press, 2001. Levine, Susan. “Steps for the Future: HIV / AIDS, Media Activism and Applied Visual Anthropology in Southern Africa,” Visual Interventions, ed. Sarah Pink. Oxford: Berghahn, 2007: 71-90. Lykes, Brinton M. “Creative Arts and Photography in Participatory Action Research in Guatemala”, Handbook of Action Research: Participative Inquiry and Practice, eds. Peter Reason and Hilary Bradbury (Thousand Oaks, CA: Sage, 2001): 363-371 Marchbank, Jen. “Strange Bedfellows. Feminist Pedagogy and Information Technology,” Challenges and Negotiations for Women in Higher Education, ed. Pamela Cotterill, Sue Jackson and Gayle Letherby, Netherlands: Springer, 2007: 95–115. Martin, Rosy. “Phototherapy: The School Photograph (Happy Days Are Here Again),” Photography/politics: Two, edited by Patricia Holland, Jo Spence and Simon Watney, 40–42. London: Comedia Photography Workshop, 1986. Miles, Bart W. “Moving Out of the Dark Ages: An Argument for the Use of Digital Video in Social Work Research,” Journal of Technology in Human Services 24, no. 2, (2006): 181–196. Mitchell, Claudia. “Visual Studies and Democratic Spaces: Textual Evidence and Educational Research. Opening of Photography Exhibition,” The Role of Education in a Decade of Democracy Conference. Johannesburg, May 13-14, 2004. Mitchell, Claudia, and Jacqueline Reid-Walsh. Researching Children’s Popular Culture: The Cultural Spaces of Childhood. London: Routledge Taylor & Francis, 2002. Mitchell, Claudia, Naydene DeLange, Relebohile Moletsane, Jean Stuart, and Thabisile Buthelezi. “Giving a face to HIV and AIDS: on the uses of photo-voice by teachers and community health care workers working with youth in rural South Africa,” Qualitative Research in Psychology, 2, no. 3, (2005): 257–270. Mizen, Phil. “A little ‘light work’? Children’s images of their labour,” Visual Studies 20, no. 2, (2005): 124–139. Oliffe, John L., and Joan L. Bottorff. “Further Than the Eye Can See? Photo Elicitation and Research with Men,” Qualitative Health Research 17, no. 6, (2007): 850–858. Martinez Perez, Ana. “The Rhythm of Our Dreams: A Proposal for an Applied Visual Anthropology.” In Visual Interventions, edited by Sarah Pink, 227-246. Oxford - New York: Berghahn, 2007. 85
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 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
Page 85: The most effective application of t
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
Page 109 and 110: Teaching Gender Through Diagnosis i
Page 111 and 112: other organs 3 and later as an illn
Page 113 and 114: Instructions for a case study Altho
Page 115 and 116: In addition, Savnik draws attention
Page 117 and 118: in Europe was a “family wage”,
Page 119 and 120: Many documents report a high number
Page 121 and 122: a “health police” in Lombardy a
Page 123 and 124: control, while the latter can be cu
Page 125 and 126: narration. Women’s stories were p
Page 127 and 128: Vari, Sandor. The case study of Ilm
Page 129 and 130: From Visiting Ladies Towards Munici
Page 131 and 132: the modernization process and inclu
Page 133 and 134: tions. These were the generations t
Page 135 and 136: to bring sick people to hospitals o
Page 137 and 138:
As we can see, the aim of Bojana Ch
Page 139 and 140:
In the 1930s female teachers and ad
Page 141 and 142:
must save them from getting enraged
Page 143 and 144:
Questions for students: 1. What was
Page 145 and 146:
We conclude with a final set of que
Page 147 and 148:
Human Reproduction Issues in Social
Page 149 and 150:
that reproductive decisions are of
Page 151 and 152:
ate. Natalist policies may be intro
Page 153 and 154:
was that a child, due to one or bot
Page 155 and 156:
and retrieval of egg or sperm, fert
Page 157 and 158:
citizens have achieved so much, the
Page 159 and 160:
Case Study Two: Cultural Difference
Page 161 and 162:
Spektorowski, Alaberto, and Elisabe
Page 163 and 164:
PART III - TEACHING MATERIAL A Phot
Page 165 and 166:
The album consists of two parts, th
Page 167 and 168:
On the following page we see a phot
Page 169 and 170:
Figure 1. Photo album of Alice Salo
Page 171 and 172:
Figure 4. Alice Salomon, 1899, Phot
Page 173 and 174:
Figure 9. Margarete Treuge and Lili
Page 175 and 176:
Figure 21. The Soziale Frauenschule
Page 177 and 178:
Part 2: Ausbildungsstätten - Insti
Page 179 and 180:
Figure 31. Die Wohlfahrtsstelle des
Page 181 and 182:
Figure 36. Service for mentally han
Page 183 and 184:
The second part of the album is hea
Page 185 and 186:
Römer-Gobbin, who wrote about the
Page 187 and 188:
This may be a starting point for di
Page 189 and 190:
Salomon and Beatrice Webb, for exam
Page 191 and 192:
References Addams, Jane. Twenty yea
Page 193 and 194:
NOTES ON CONTRIBUTORS Dr. Adriane F
Page 196:
Teaching with Gender How can educat
show all

Teaching Gender in Social Work - MailChimp

Create successful ePaper yourself

Delete template?

Save as template?