OBJECTIVES: The aim of the empirical text is to find out how the construction of the meaning of gender is manifested in the interactions between social workers and their clients and which implications follow from this for the educators in social work. THEORETICAL BASE: The article is written from the methodological position of constructionism and poststructuralist feminism with an overlap into the area of critical (anti-neoliberal) theory. METHODS: Partial data from qualitative research was used to answer the question. The qualitative research is focused on a group of social workers of social activation services for families with children. OUTCOMES: The construction of the meaning of the gender influences interactions in family social work at the micro, meso and macro levels. The results point out the need of gender-sensitive education and critical reflection in the practice of social work. SOCIAL WORK IMPLICATIONS: Several ways have been identified to support gender-sensitive education in social work: the use of gender-sensitive language, the integration of gender perspectives in teaching, the relativisation of gender dichotomy, detraditionalization, the emphasis on critical perspectives, the development of critical reflection and gender competence.
gender, social work, education