Socioanthropologicalñ Research and Intervention Perspectives
Code: 43141 ECTS Credits: 15| Degree | Type | Year | Semester |
|---|---|---|---|
| 4313769 Anthropology: Advanced Research and Social Intervention | OB | 0 | 1 |
Contact
- Name:
- Miranda Jessica Lubbers
- Email:
- MirandaJessica.Lubbers@uab.cat
Use of Languages
- Principal working language:
- spanish (spa)
Teachers
- Aurora González Echevarria
- Maria Teresa Tapada Berteli
- Pepi Soto Marata
- Maria Montserrat Clua Fainé
- Jorge Grau Rebollo
- Verena Stolcke
- Miranda Jessica Lubbers
- Clara Rubio Ros
- Claudio Milano
- Josep Lluís Mateo Dieste
- Hugo Valenzuela García
External teachers
- Alice Van Der Bogaert
- Begonya Enguix
Prerequisites
There are no prerequisites
Objectives and Contextualisation
General objectives:
- To orient the investigation towards the understanding of the emerging processes of adaptation of culturally diverse communities.
- To know the epistemological and methodological problems that cross-cultural comparison entails.
- To know the value of ethnographic research for the design of interventions that help improve aspects of social life.
Objectives Projects I:
To train students in the logic and meaning of academic research and, specifically, to introduce them to all phases of the research process in social and cultural anthropology based on their research proposals and examples of completed and ongoing projects. The seminar combines work and immediate feedback in the classroom in group and individual tutoring in the middle and at the end of its development, with the aim of having each student complete the preparation of their research proposal.
Competences
- Carry out ground-breaking, flexible research in anthropology by applying theories and methodologies and using appropriate data collection and analysis techniques.
- Carry out theoretical ethnographic research into anthropological topics linked to identity and transnationality.
- Communicate and justify conclusions clearly and unambiguously to both specialised and non-specialised audiences.
- Design programmes of social intervention and cooperation and development and analyse their cultural appropriateness.
- Identify, in ethnographic fieldwork, different outlooks corresponding to ethnic, class, gender and age inequalities and identities.
- Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
- Know the methodological and epistemological developments in the fields of anthropology research and social intervention in contexts of cultural diversity.
- Make cross-cultural comparisons using the various procedures in anthropology.
- Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
- Systematically link up concepts, and theories within the discipline so as to analyse specific ethnographic contexts.
- Use information and communication technologies efficiently to acquire, create and spread knowledge.
- Work in teams, generating synergies in work environments where different people need to collaborate and coordinate themselves.
Learning Outcomes
- Apply the knowledge acquired to problem-solving in new or unfamiliar intervention contexts of applied anthropology.
- Discern the differential use of cross-cultural ethnographic archives and inventories of codified ethnographic data.
- Establish relationships and networks between persons in the context of research into diversity.
- Identify cross-cultural ethnographic archives and their historical and current usefulness in anthropology research.
- Identify important elements in institutional documents and/or scientific texts that help to formulate judgments and reflect on social and ethical responsibilities in anthropology.
- Identify the appropriateness of programmes for social intervention and/or cooperation and development in a specific social and cultural context.
- Identify the dialectic between particularity and comparison that permeates the whole history of anthropology in theoretical ethnographic documents.
- Identify the research methods used in specific ethnographic research projects.
- Identify, in the work of an ethnographer, different outlooks corresponding to ethnic, class, gender and age inequalities and identities.
- In ethnographic monographs, identify differences that correspond to national and ethnic knowledge contexts, from different gender perspectives.
- Present conclusions from research work in anthropology.
- Systematically link up concepts, and theories within the discipline that fit in with the specific ethnographic research context.
- Understand and use information and communication technologies in accordance with the ethnographic context chosen for study and/or intervention.
- Use social networking techniques to compile and analyse ethnographic data.
- Work in coordination with other team members on the analysis of anthropological studies and on compiling and analysing ethnographic data.
Content
The module is divided in 7 blocks:
Applied anthropology and public policies
[Responsible lecturer: Dr. Teresa Tapada] (5 sessions, 10 hours)
Theme 1. General introduction. Basic concepts: applied anthropology, anthropology for the intervention of public policies, anthropology of public orientation and public anthropology
Theme 2. Short history of applied anthropology: in Great Britain, in the US, and in Latin America
Theme 3. Different areas of intervention: the area of urban policies, policies of ethnic and cultural diversity, international cooperation, fight against social exclusion, and others
Theme 4. Conclusions: Can it be avoided? Reflections based on the compulsory reading
Gender and systems of classification
[Responsible lecturers: Dr. Montserrat Clua, Dr. Josep Lluís Mateo, with the participation of Dra. Verena Stolcke, Dra. Alice van den Bogaert, Dra. Clara Rubio, Dra. Begonya Enguix] (10 sessions, 20 hours)
1. Introduction to the course and to the systems of classification
2. Feminisms. History of a relationship: social movements and feminist theories
3. "Women are not born, they are made". Cultural representations of gender, sexualized bodies and sexualities
4. Intersections. What does 'race' have to do with sex ... and class?
5. Homo clonicus. "I do not think nature is a fixed thing"
6. From Sodom to Queerland: the persistence of classification
7. Sexual boundaries and the definition of social groups around gender
8. Youth, gender, migrations
9. Race, racialism and racism
10. The caste system: the case of India
The work with professionals from other disciplines: nobody said it would be easy.
Participatory dynamics will be proposed for dialogue and reflection as well as for the elaboration of descriptions, proposals and considerations.
Topics:
- Professionals, cultural subjects.
- Professionals, reflective specialists.
- Professionals in anthropology. Representations and practices.
- Multidisciplinarity, interdisciplinarity, transdisciplinarity.
- Working in multidisciplinary teams from approaches oriented to the confluence of interests.
Transcultural research and comparison
[Responsible lecturers: Dr. Aurora González Echevarría and Dr. Jordi Grau Rebollo](5 sessions, 10 hours)
Unit 1. From the philosophy of science of the twenty-first century to the structural conception of theories
Unit 2. Hermeneutics as an ontology and as a methodology. Procedures of interpretation
Unit 3. Ethnographies as structural predicates that integrate relations between sociocultural structures, processes and meanings
Unit 4. Epistemological critique on anthropological knowledge
Submission of a guide for the individual reading and analysis of groups of texts that will be discussed collectively
Unit 5. Discussión of the following texts:
- Fragments of thearticle of A. González Echevarría, "Epistemología y métodos en Antropología: integración de métodos científicos y hermenéuticos y crítica epistemológica”. Revista de Antropología, Universidad Nacional Mayor de San Marcos, Lima. Cuarta Época, año IV, nº 4, diciembre 2006: 11-40
- Fragments of the article of Boaventura de Sousa Santos, 2011, “Epistemologías del Sur”, Utopía y Praxis Latinoamericana / Año 16. Nº 54 (Julio-Septiembre, 2011) Pp. 17 – 39. Universidad del Zulia. Maracaibo-Venezuela [This article exposes the principals epistemological theses of his book Descolonizar el saber, reinventar el poder, Uruguay, Ediciones Trilce, 2010. Both texts can be found via Google]
Ethnographies of urban poverty
[Responsible lecturers: Dr. Hugo Valenzuela and Dr. Miranda Lubbers] (6 sessions, 12 hours)
Unit 1. Concepts and theories about poverty in anthropology and the social sciences.
Unit 2. Ethnographies of poverty: Poverty as a polymorphic phenomenon.
Unit 3. Methodological and ethical reflections.
Unit 4. Readings and discussions – fragments of modern ethnographies of poverty.
Anthropology of tourism
[Responsible lecturer: Dr. Claudio Milano](4 sessions, 8 hours)
Unit 1. Tourism as a field of study and anthropological research
Unit 2. Methodological and ethical reflections: the anthropologist as a tourist
Unit 3. Concepts, categories and theories in anthropology of tourism
Unit 4. The ethnography of tourism. From pilgrimage to contemporary tourist mobility practices
Projects I: Design
[Responsible lecturer: Dr. Miranda Lubbers](10 sessions, 20 hours)
Introduction
Types of research, models of projects and examples of processes of elaboration of proposals.
Preliminary phases
I. From ideas, interests and intuitions to the formulation of research questions/hypotheses and the construction of research problems.
II. Documentation, comparison and reflections based on multiple sources. From experience and personal equation to the justification of the proposal. Clarity, relevance, originality and viability.
The formal phases of the elaboration of a proposal
I: Positioning the proposal in a thematic area and the search for a perspective of research. The initial revision of the literature that justifies the concrete research proposal.
II: Setting realistic goals and initial methodological decisions. The choice of units of analysis and observation. Possible difficulties and limitations.
III: The review, assessment and selection of the techniques of case selection, data collection and analysis. Ensuring data quality.
IV: The internal consistency between objectives, questions / hypotheses and methodology. Programming and complete revision of the proposal.
V: Identification and defense of the expected contribution and the scientific and social implications. Identification, formulation and resolution of ethical dilemmas of the research proposal. Positionality. Recapitulation.
Methodology
General characteristics:
- Lectures / master classes
- Reading and analysis of articles / reports of interest
- Presentation / oral exposition of assignments
- Individual tutorials
- Personal study
- Elaboration of assignments
Projects I:
Continuous work in the classroom in workshop format in which the individual project is being developed, combined with readings and exercises outside the classroom.
Activities
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Lectures / master classes | 93.75 | 3.75 | 5, 10, 7 |
| Type: Supervised | |||
| Individual tutorials | 33.75 | 1.35 | 4, 8, 6 |
| Presentation / Oral exposition of assignments | 10 | 0.4 | 15, 13 |
| Type: Autonomous | |||
| Elaboration of assignments | 50 | 2 | 1, 3, 14, 9, 15 |
| Personal study | 62.5 | 2.5 | 2, 8, 10, 12 |
| Readings and analysis of articles/reports of interest | 75 | 3 | 5, 8, 10, 6 |
Assessment
This section of the Study Guide contains all information related to the process of evaluation of the module.
Assessment of the module: In order to pass the module, the following aspects are taken into account:
- Regular assistance and participation: First, to ensure that the expected learning results are obtained,we consider it fundamental that students assist the classes and participate actively in them. For this reason, the extent to which students participate in classes, presentations, discussions, training sessions is evaluated.This participation is considered in the final note for each course.
- Continued assessment of the blocks: Second, each course or block proposes one or multiple activities that allow a continued assessment of the learning process. The activities can vary from a written test to a presentation in class, computer lab assignments, a review of a few articles or chapters,or a short essay, among others. Jointly, the evaluations for the different courses that make up the module (30%) and the participation in these courses (20%) constitute 50% of the final grade of the module. The deadlines for these activities are indicated by the lecturers.
- Evaluation of the final paper for the module: Last, the grade obtained on a final paper constitutes the remaining 50% of the final grade for the module. In the case of the present module (Common Module 1), the general evaluation consists of a mandatory exposition for all students, the elaboration of a research design that forms the first step of the elaboration of the Master Thesis (TFM), following the indications explained in Projects I. It is evaluated to what extent each student has acquired the competence to (1) propose a relevant and pertinent research problem; (2) conduct a search for bibliographical sources and use them appropriately; (3) define the object of study and the objectives of the investigation; (4) define a theoretical orientation within the discipline; (5) define a theoretical framework in function of the object and objectives; (6) delimit the studied group, define the unit of analysis and the units of observation; (7) explain the adopted method of case selection or sampling (if the type of work requires it); (8) propose and justify the techniques for the collection and analysis of data adapted to the object and objectives of study. The deadline for the submission of the final paper is the 5th of February.
Each lecturer determines the way in which papers are to be submitted (through the Campus Virtual, by e-mail) and informs students in the beginning of their block regarding the procedure and date of revision of grades. The lecturers communicate the results of theevaluation through the established ways and establish a period of consultation before they communicate the grades to the coordinator of the module. The student can request a tutor meeting with their lecturers throughout the course if they wish to clarify some point of the contents of the course.
It is essential to respect the deadlines.
General criteria: Following the evaluation regulations of studies at the UAB, the final qualification will be graded at a 0-10 scale with a single decimal. To pass the course, a minimum final grade of 5.0 is needed, as a result of the assessment procedure explained above. Students will receive the qualification "Not evaluable" if they have submitted less than 30% of the activities of evaluation. In exceptional, well justified cases, the Committee of the Master Program may propose an alternative procedure for the evaluation. Once the subject is passed, it cannot be subjected to a new evaluation. The programming of assessment activities cannot be modified unless an exceptional and well justified reason exists for this, in which case a new program is proposed during the term. Students who engage in misconduct (plagiarism, copying, personation, etc.) in an assessment activity will receive a mark of “0” for the activity in question. In the case of misconduct in more than one assessment activity, the students involved will be givena final mark of “0” for the subject. Students may not retake assessment activities in which they are found to have engaged in misconduct. Plagiarism is considered to mean presenting all or part of an author’s work, whether published in print or in digital format, as one’s own, i.e., without citing it. Copying is considered to mean reproducing all or a substantial part of another student’s work. In cases of copying in which it is impossible to determine which of two students has copied the work of the other, both will be penalised. Please see the documentation of the UAB about plagiarism on: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html.
Evaluation in case of face-to-face evaluation is not possible: In the event that tests or exams cannot be taken on site, they will be adapted to an online format made available through the UAB’s virtual tools (original weighting will be maintained). Homework, activities and class participation will be carried out through forums, wikis and/or discussion on Teams, etc. Lecturers will ensure that students are able to access these virtual tools or will offer them feasible alternatives.
Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Assistence and active participation in class | 20% | 10 | 0.4 | 5, 4, 8, 9, 10, 6, 7, 12 |
| Individual paper | 50% | 25 | 1 | 11, 13, 12 |
| Submission of reports / assignments | 30% | 15 | 0.6 | 1, 2, 3, 14, 15, 12 |
Bibliography
One article to choose from:
Gender and systems of classification
General bibliography:
Amselle, Jean-Loup. 1999 [1990]. Logiques métisses. Anthropologie de l’identité en Afrique et ailleurs. Paris: Payot.
Butler, Judith. 1997. Lenguaje, poder e identidad. Madrid: Editorial Síntesis.
Descola, Philippe. 2005. Par-delà nature et culture. Paris: Gallimard.
Douglas, Mary. 1973 [1966]. Pureza y peligro. Un análisis de los conceptos de contaminación y tabú. Madrid: Siglo XXI.
Douglas, Mary (comp.). 2013 [1973]. Rules and meanings. The anthropology of everyday knowledge. New York: Routledge.
Kosellek, Reinhart. 1993 [1979]. Futuro pasado. Para una semántica de los tiempos históricos. Barcelona: Paidós.
Mauss, Marcel; Durkheim, Émile. 1903. “De quelques formes primitives de classification. Contribution à l'étude des représentations collectives”, Année Sociologique, nº 6, pp. 1-72.
Pouillon, Jean. 1998. “Appartenance et identité”. Le genre humain, 2, pp. 112-122.
Stolcke, Verena. 2017 (1a ed. 1992). Sexualidad y racismo en la Cuba colonial. Intersecciones. Barcelona: Edicions Bellaterra.
Ventura, Montserrat.; Mateo, Josep.Lluís.; Clua, Montserrat. 2018. Humanidad. Categoría o condición. Un viaje antropológico. Barcelona: Edicions Bellaterra.
Ventura, Montserrat & Surrallés, Alexandre & Ojeda, Maite & Mateo, Josep Lluís & Martínez, Mónica & Kradolfer, Sabine & Domínguez, Pablo & Coello, Alexandre & Clua, Montserrat & Van den Bogaert, Alice & Stolcke, Verena. 2014. “Métissages: étude comparative des systèmes de classification sociale et politique”, Anthropologie et Sociétés, 38:2, pp. 229-246.
Recommended readings:
Descola, Philippe. 2010. “Más allá de naturaleza y cultura”, Bogotá: Jardín Botánico de Bogotá José Celestino Mutis, pp. 75-96.
Feixa, Carles. 1996. "Antropología de las edades", en Prat, J., A. Martínez (editores). Ensayos de antropología cultural. Barcelona: Editorial Ariel S.A.
Gamson, Joshua. 1995. “Must Identity movements self-destruct? A Queer dilemma”, Social Problems, Vol. 42, No. 3., pp. 390-407.
Lévi-Strauss, Claude. 1996 (1952). Raza y cultura. Madrid: Cátedra.
Mateo, Josep Lluís. 2006. “Amores prohibidos. Fronteras sexuales y uniones mixtas en el Marruecos colonial”, Ana Planet (ed.), Relaciones hispano-marroquíes. Una vecindad en construcción, Madrid, Ediciones del Oriente y del Mediterráneo, pp. 128-159.
Patil, Prachi. 2016. “Understanding sexual violence as a form of caste violence”, Journal of Social Inclusion, Vol.7, nº1 (2016).
Stolcke, Verena. 1998. “El sexo de la biotecnología”, A. Durán & J. Riechmann (coords), Genes en el laboratorio y en la fábrica, Madrid, Editorial Trotta.
Stolcke, Verena. 2000. “¿Es el sexo para el género lo que la raza para la etnicidad... y la naturaleza para la sociedad?, Política y cultura, 14, pp. 25-60.
Stolcke, Verena. 2003. “La mujer es puro cuento: la cultura del género,” Quaderns de l’Institut Catalá d’Antropologia, sèrie monogràfics: A proposit de cultura, nº. 19.
The work with professionals from other disciplines: nobody said it would be easy.
Compulsory readings:
Soto Marata, Pepi. (2014). Entre la profesión y la vida. Sujetos culturales, [docentes] y profesionales de la inmigración, en Blanco, C. (ed.) (2014) Movilidad humana y diversidad social en un contexto de crisis económica internacional. Madrid: Trotta, pp.213-233.
Recommended readings:
Andreu, Agustí; Bodoque, Yolanda et al. (eds.) (2014). Periferias, fronteras y diálogos. Una lectura antropológica de los retos de la sociedad actual. Tarragona: Publicacions URV.
Antona Rodríguez, Alfonso. (2014). La antropología corpus científico y profesional en la acción humanitaria en salud, en VV.AA. (2014) Periferias, fronteras y diálogos. Actas del XIII Congreso de Antropología de la Federación de Asociaciones de Antropología del Estado Español. Tarragona: Publicacions de la URV, pp.5008-5027.
Ardèvol, Elisenda y Lanzeni, Débora. (2014). Visualidades y materialidades de lo digital: caminos desde la antropología. ANTHROPOLOGICA, año XXXII, n.° 33, pp. 11-38.
Augé, Marc. (2007 [2006]). El oficio de antropólogo. Sentido y libertad. Barcelona: Editorial Gedisa.
Blanco, Cristina. (ed.) (2014). Movilidad humana y diversidad social en un contexto de crisis económica internacional. Madrid: Trotta.
Comisión Estatal del Grado de Antropología. (CEGA) Subcomisión de Perfiles Profesionales. (2008). Informe de la ocupación de los titulados/as en Antropología en España y otros países.
Díaz, Luis, Fernández, Óscar, Tomé, Pedro. (coord.) Lugares, tiempos, memoria. La Antropología Ibérica en el Siglo XXI. León: Universidad de Castilla-León.
Díaz de Rada, Ángel. (2011). La práctica es fuente de diversidad para un debate sobre profesionalización de la Antropología en 2011, en Díaz, L., Fernández, O., Tomé, P. (coord.) Lugares, tiempos, memoria. La Antropología Ibérica en el Siglo XXI. León: Universidad de Castilla-León, pp. 235-245.
Díez Mintegui, Carmen. (2011). La profesionalización de la Antropología en el contexto laboral actual, en Díaz, L., Fernández, O., Tomé, P. (coord.) Lugares, tiempos, memoria. La Antropología Ibérica en el Siglo XXI. León: Universidad de Castilla-León, pp. 219-234.
García Picañol, Montserrat. (2014). Sentirse antropóloga en medios pedagógicos: un cambio lento pero posible, en VV.AA. (2014) Periferias, fronteras y diálogos. Actas del XIII Congreso de Antropología de la Federación de Asociaciones de Antropología del Estado Español. Tarragona: Publicacions de la URV, pp.5080-5090.
Giménez Romero, Carlos. (2014). La articulación de teoría, trabajo decampo y formación del antropólogo en Ángel Palerm. Transfiriendo aprendizajes de México a España, en Desacatos nº45, pp.47-62.
Giménez Romero, Carlos. (1999). El Antropólogo como asesor. Dos experiencias de consultoría en migraciones e interculturalidad, en Antropología más allá de la Academia. VIII Congreso de Antropología. Santiago de Compostela.
Guerrero, Antonio. (1999). El enfoque de las competencias profesionales: una solución conflictiva a la relación entre formación y empleo, en Revista Complutense de Educación. 10.1, pp. 225-360.
Greenwood, Davydd. (2005). La antropología inaplicable: El divorcio entre la teoría y la práctica y el declive intelectual de la antropología universitaria, en Sociedad Española de Antropología Aplicada, Actas del VI Congreso de Antropología Aplicada, Granada, 2002. Granada: Editorial Universidad de Granada, pp. 8-27.
Greenwood, Davydd. (2000). De la observación a la investigación-acción-participativa: una visión crítica de las prácticas antropológicas, en Revista de Antropología Social, 9, pp. 27-49.
Prat, Joan, Martínez, Àngel (eds.) (1996).Ensayos de antropología cultural. Barcelona: Ariel.
Rodríguez, Josep A., Guillén, Mauro F. (1992). Organizaciones y profesiones en la sociedad contemporánea, en Revista de Investigaciones Sociológicas, 59, pp. 9-18.
Schön, Donald. (1998 [1983]). El profesional reflexivo. Cómo piensan los profesionales cuando actúan. Barcelona/Madrid: Paidós/MEC.
Schön, Donald. (1992 [1987]). La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje de las profesiones. Barcelona/Madrid: Paidós/MEC.
San Román, Teresa. (2006). ¿Acaso es evitable? El impacto de la Antropología en las relaciones e imágenes sociales, en Revista de Antropología Social, 15, pp. 373-410.
San Román, Teresa. (1996). Interdisciplinariedad, interprofesionalidad e intervención social, en Prat, J., Martínez, A (eds.) Ensayos de antropología cultural. Barcelona: Ariel, pp. 407-416.
Sociedad Española de Antropología Aplicada (2005). Actas del VI Congreso de Antropología Aplicada, Granada, 2002. Granada: Editorial Universidad de Granada.
Soto Marata, Pepi, Giménez Romero, Carlos y Díez Mintegui, Carmen. (2014). Entre las exigencias disciplinares y las exigencias laborales. Diálogos, límites e identidad profesional en la formación de antropólogos y antropólogas en España, en Andreu, A., Bodoque, Y. et al. (eds.) Periferias, fronteras y diálogos. Una lectura antropológica de los retos de la sociedad actual. Tarragona: Publicacions URV, pp.251-258.
Téllez Delgado, Virtudes. (2014). El ejercicio de la antropología en un equipo de investigación multidisciplinar: 'Un experimento sociológico', en VV.AA. (2014) Periferias, fronteras y diálogos. Actas del XIII Congreso de Antropología de la Federación de Asociaciones de Antropología del Estado Español. Tarragona: Publicacions de la URV, pp.5152-5166
Tomé, Pedro. (2011). La profesionalización de la Antropología Social en España, en Díaz, L., Fernández, O., Tomé, P. (coord.) Lugares, tiempos, memoria. La Antropología Ibérica en el Siglo XXI. León: Universidad de Castilla-León, pp. 167-172.
VV.AA. (2014). Periferias, fronteras y diálogos. Actas del XIII Congreso de Antropología de la Federación de Asociaciones de Antropología del Estado Español. Tarragona: Publicacions de la URV
VV.AA. (2012). Revista de Antropología Experimental, 12. Monográfico Antropología en España: nuevos caminos profesionales. Universidad de Jaén. http://revista.ujaen.es/rae
Transcultural research and comparison
Referenced bibliography
AGAR, Michael. 1982. “Hacia un lenguaje etnográfico”, en Reynoso, comp. 1992, El surgimiento de La Antropología postmoderna, Barcelona, Gedisa: 117-137.
AGAR, Michael. 2006 “An Ethnography by Other Name…” [149paragrahs] Forum Qualitative Socialforschung/ Forum: Qualitative Research: 7(4), Art. 36, http: //nbn-resolving.de/urn: nbn:de:0114-fqs0604367
DILTHEY, Wilhelm. 1966(1883) Introducción a las ciencias del espíritu. Madrid. Revista de Occidente.
FLECK, Ludwick. 1986 [1935]. La génesis y el desarrollo de un hecho científico. Introducción a la teoríadel estilo de pensamientoy del colectivo de pensamiento. Madrid : Alianza Editorial.
GONZÁLEZ ECHEVARRÍA, Aurora. 2003. “La concepción estructural de las teorías”, “Las etnografías como predicados de estructura” en Crítica de la singularidad cultural, Barcelona/ México, Anthropos y Universidad Autónoma Metropolitana,: 426-43 y 446-455.
GONZÁLEZ ECHEVARRÍA, Aurora. 2014. “Estilos de pensamiento y adecuación etnográfica. Las epistemologías de Pike, Fleck y Agar”, en Cátedra, M. y Devillard, M.J. eds Saberes culturales, Ediciones Bellaterra, 2014: 297-318.
HEMPEL, Carl. 1979. Filosofía de la ciencia natural. Madrid: Alianza. Cap. 1 a 3. disponibe en Google ]
SANTOS, Boaventura de Sousa. 2010 Descolonizar el saber, reinventar el poder, Uruguay, Ediciones Trilce,
General bibliography:
AGAR, Michael. 1982. “Hacia un lenguaje etnográfico”, en Reynoso, comp. 1992, El surgimiento de l´Antropología postmoderna, Barcelona, Gedisa: 117-137.
BACHELARD, Gaston. 1975 [1938]. La Formation de l´Esprit Scientifique. Contribution a une Psychanalise de la Connaissance Objetive. París: Vrin.
DILTHEY, Wilhelm. 1966(1883). Introducción a las ciencias del espíritu. Madrid. Revista de Occidente.
FLECK, Ludwick. 1986 [1935]. La génesis y el desarrollo de un hecho científico. Introducción a la teoría del estilo de pensamiento y del colectivo de pensamiento. Madrid: Alianza Editorial.
FOUCAULT, Michel. 1969. L’Archeologie du Savoir. París. Gallimard.
FOUCAULT, Michel. 1975. Surveiller et punir. Naissance de la prision. París: Gallimard.
FOUCAULT, Michel. 1979 “Curso del Colegio de Francia, 7-01-76” en Microfísica del poder, Madrid, Ediciones de la Piqueta.
FOUCAULT, Michel. 1989 “Cours 1971-72. Theories et institutions pénales” en Résume des Cours 1970-1972. París. Julliard.
GADAMER, Hans-Georg. 1993(1960). Verdad y Método I. Salamanca. Sígueme.
GADAMER, Hans-Georg. 1994(1986) Verdad y Método, II. Salamanca. Sígueme.
GEERTZ, Clifford. 1987 (1973). La interpretación de las culturas. México. Gedisa.
GEERTZ, Clifford. 1987 (1959). “Ritual y cambio social: un ejemplo javanés”, en Geertz, 1987: 131-151.
GIDDENS, Anthony. 1982 (1967). Las nuevas reglas del método sociológico. Una crítica positiva de la sociología Interpretativa. Buenos Aires. Amorrortu.
GLASER, Barney G. STRAUSS, Anselm. L. 1967. The Discovery of Grounded Theory: Strategies for qualitative research. New York: Aldine.
GONZÁLEZ ECHEVARRÍA, Aurora. 2003. Crítica de la singularidad cultural. Barcelona, México D. F.: Anthropos, Universidad Autónoma Metropolitana.
GONZÁLEZ ECHEVARRÍA, Aurora. 2006. “Del utillaje conceptual de la antropología: los usos del término “inductivismo” y los usos del término “hermeneútica”. Dos propuestas de clarificación”, Revista de Antropología Social, Universidad Complutense de Madrid, 15, 2006: 327-372.
GONZÁLEZ ECHEVARRÍA, Aurora. 2006. “Epistemología y métodos en Antropología: integración de métodos científicos y hermenéuticos y crítica epistemológica”. Revista de Antropología, Universidad Nacional Mayor de SanMarcos, Lima. Cuarta Época, año IV, nº 4, diciembre 2006: 11-40.
HABERMAS, Jürgen. 1973 (1964). “Contra un racionalismo menguado de modo positivista” en Adorno y otros, 1973.
HABERMAS, Jürgen. 1982 (1968). Conocimiento e Interés. Madrid. Taurus.
HABERMAS, Jürgen. 1990 (1967). “Un informe bibliográfico, la lógica de las ciencias sociales”, en La lógica de las ciencias sociales (1970). Madrid. Tecnos. 1990: 81-275
HABERMAS, Jürgen. 2002 (1965). “Conocimiento e interés”, en Ciencia y técnica como “ideología” . (1968). Madrid. Tecnos:159-181.
HEIDEGGER, Martin. 2003 (1927). Ser y tiempo, Madrid, Editorial Trota.
HERITIER, Françoise. 1973. “La paix et la pluie. Rapports d´autorité et rapport au sacré chez les Samo” , L´Homme, XIII (3) : 121-138.
HORKHEIMER, Max. 1974 (1968). Théorie traditionnelle et théorie critique. París. Gallimard.
HORKHEIMER, Max. 1974a (1937). “Théorie traditionnelle et théorie critique”, en Horkheimer, 1974: 17-80.
KUHN, Thomas. S. 1971a (1962). La estructura de las revoluciones cientificas. México. F.C.E.
KUHN, Thomas. S. 1971b (1969). “Posdata: 1969”, en La estructura de las revoluciones científicas. México. F.C.E.
KUHN, Thomas. S. 1977. “El cambio de teoría como cambio de estructura: comentarios sobre el formalismo de Sneed”, Teorema, VII (2): 141-165.
KUHN, Thomas. S. 1979 [1974]. «Segundas reflexiones acerca de los paradigmas», en F. Suppe, ed la estructura de las teorías científicas, Madrid: Editora Nacional.
LAKATOS, Imre. 1975. “La falsación y la metodología de los programas de investigación científica”, en I. Lakatos y A. Musgrave, eds. 1975 La crítica y el desarrollo del conocimiento. Barcelona. Grijalbo: 203-343.
MANNHEIM, Karl. 1987 (1936, 1º ed. 1929). Ideología y utopía. Barcelona. Ediciones 62/Diputació de Barcelona.
MORROW, R.A. y BROWN, D. D. (1994). Critical Theory and Methodology. Londres: Sage Publicacions en I. Lakatos y A. Musgrave, eds. 1975: 203-343.
POPPER, Karl. R. 1966 (1934). La lógica de la investigación cientifica. Madrid. Tecnos.
PIKE, Kenneth. L. 1971. Language in Relation to a Unified Theory of the Structure of Human Behavior. 2ª impresión de la 2ª edición revisada de 1967. La Haya, Mouton (1ª edición 1964, ediciones preliminares 1954-55-60).
RICOEUR, Paul. 1980. Hermeneutis and the Human Sciences. Edición y traducción de J.B. Thompson. Cambridge/París. Cambridge U.P. y Maison des Sciences de L’Homme.
SAN ROMÁN, Teresa. 2006. “¿Acaso es evitable? El impacto de la Antropología en las relaciones e imágenes sociales”, Revista de Antropología Social, 15: 373-410.
SCHÜTZ, Alfred. 1972 (1932). Fenomenología del mundo social. Introducción a la sociología comprensiva. Buenos Aires. Paidós.
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Ethnographies of urban poverty
Introductory readings:
Farmer, Paul (2004). An anthropology of structural violence. Current Anthropology, 45(3), 305–325. https://doi.org/10.1086/382250 (and comments)
Lewis, Oscar (1998). The culture of poverty. Society, 35(2), 7–9.
Lubbers, Miranda J., Small, Mario J., & Valenzuela García, Hugo (2020). Do networks help people to manage poverty? Perspectives from the field. Annals of the American Academy of Political and Social Science, 689 (1), 7-25. https://doi.org/10.1177/0002716220923959
Small, Mario L. (2015). De-exoticizing ghetto poverty: On the ethics of representation in urban ethnography. City and Community, 14(4): 352-358. https://doi.org/10.1111/cico.12137
The ethnographies:
Auyero, Javier & Swistun, Debora Alejandra (2009). Flammable: Environmental suffering in an Argentine shantytown. Oxford University Press.
Bourgois, Philippe & Schonberg, Jeff (2009). Righteous dopefiend. California series in Public Anthropology. University of California Press.
Bourgois, Philippe (1995). In search of respect: Selling crack en el Barrio. Cambridge University Press.
Caldwell, Melissa (2004). Not by bread alone: Social support in the new Russia. University of California Press.
Desmond, Matthew (2016). Evicted: Poverty and profit in the American city. Crown Publisher.
Edin, Kathy & Luke Shaefer (2015). $2 a day: Living with almost nothing in America. Houghton Mifflin Harcourt.
Garthwaite, Kayleigh(2016). Hunger pains: Life inside foodbank Britain. Policy Press.
Glasser, Irene (1988). More than bread: Ethnography of a soup kitchen. The University of Alabama Press.
Goldstein, Daniel M. (2016). Owners of the sidewalk: Security and survival in the informal city. Duke University Press: Global Insecurities Series.
Holmes, Seth (2013). Fresh fruit, broken bodies: Migrant farmworkers in the United States. University of California Press.
Lomnitz de Adler, Larissa (1975). Cómo sobreviven los marginados. Siglo XXI. México. (English version: Lomnitz, Larissa Adler (1977). Networks and Marginality: Life in a Mexican Shantytown. Academic Press)
Mazelis, Joan M. (2017). Surviving poverty: Creating sustainable ties among the poor. New York, NY: NYU Press.
Raudenbush, Danielle T. (2020). Health care off the books: Poverty, illness, and strategies for survival in urban America. Oakland, CA: University of California Press.
Scheper-Hughes, Nancy (1993) Death without weeping: The violence of everyday life in Brazil. University of California Press.
Shevchenko, Olga (2009). Crisis and the everyday in postsocialist Moscow. Indiana University Press.
Stack, Carole B. (1974). All our kin: Strategies for survival in a black community. New York, NY: Harper & Row.
Venkatesh, Sudhir A. (2006) Off the books: The Underground economy of the urban poor. Harvard University Press.
Complementary readings:
Bowles, Samuel, Durlauf, Steven N., & Hoff, Karla (2016). Introduction. En Bowles, Samuel, Steven Durlauf, & Karla Hoff (Eds.), Poverty traps. Princeton University Press.
Gay y Blasco, Paloma, & Wardle, Huon (2007). How to read ethnography. Routledge.
González de la Rocha, Mercedes (2007). The construction of the myth of survival. Development and Change, 38(1), 45–66. https://doi.org/10.1111/j.1467-7660.2007.00402.x
Hill, Ronald P. (2001). Surviving in a material world: The lived experience of people in poverty. Notre Dame Press.
Lavee, Einat (2016). Exchanging sex for material resources: Reinforcement of gender and oppressive survival strategy. Women’s Studies International Forum 56: 83–91.
Ledeneva, Alena (2009). From Russia with blat: Can informal networks help modernize Russia? Social Research 76 (1): 257–88.
Levine, Judith (2013). Ain´t no trust: How bosses, boyfriends, and bureaucrats fail low-income mothers and why it matters. University of California Press.
Lewis, Oscar (1981). Los hijos de Sánchez (Children of Sánchez, 1961). Grijalbo. México.
Liebow, Elliott (1995). Tell them who I am: The lives of homeless women. Penguin; Free Press.
Lister, Ruth. (2016). “To count for nothing”: Poverty beyond the statistics. Journal of the British Academy 3:139–66.
Lubbers, Miranda J., Valenzuela-García, Hugo, Escribano, Paula, Molina, José Luis, Casellas, Antònia, & Grau Rebollo, Jorge (2020). Relationships stretched thin: Social support mobilization in poverty. Annals of the American Academy for Political and Social Science, Vol. 689, 65-88. DOI 10.1177/0002716220911913
MacLeod, Jay (2008). Ain't no makin' it: Aspirations and attainment in a low-income neighborhood. Westview Press.
Marques, Eduardo Cesar (2012). Opportunities and deprivation in the urban south: Poverty, segregation and social networks in São Paulo. Ashgate Publishing.
Morduch, Jonathan, & Schneider, Rachel (2017). The financial diaries: How American families cope in a world of uncertainty. Princeton University Press.
Newman, Katherine S. (1999). No shame in my game: The working poor in the inner city. Vintage Books / Russell Sage Foundation.
Newman, Katherine S. (1988). Falling from grace: Downward mobility in the age of affluence. University of California Press.
Offer, Shira (2012). The burden of reciprocity: Processes of exclusion and withdrawal from personal networks among low-income families. Current Sociology 60 (6): 788–805.
Shildrick, Tracy, & MacDonald, Robert (2013). Poverty talk: How people experiencing poverty deny their poverty and why they blame ‘the poor.’ The Sociological Review, 61(2), 285–303. https://doi.org/10.1111/1467-954X.12018
Silva, Jennifer M. (2013). Coming up short: Working-class adulthood in an age of uncertainty. Oxford University Press.
Tirado, Linda (2014). Hand to mouth: Living in bootstrap America. New York: Berkley Books.
Valenzuela-Garcia, Hugo, Lubbers, Miranda J., & Rice, James G. (2019). Charities under austerity: Ethnographies of poverty and marginality in Western non-profit and charity associations. Journal of Organizational Ethnography, 8(1), 2-10. DOI: 10.1108/JOE-04-2019-076
Wacquant, Loïc (2002). Scrutinizing the street: Poverty, morality, and the pitfalls of urban ethnography. American Journal of Sociology 107 (6): 1468–1532.Wacquant, Loïc (2007). Urban outcasts: A comparative sociology of advanced marginality. Polity Press.
Wacquant, Loïc (2009).Punishing the poor: The neoliberal government of docial insecurity. Duke University Press.
Antropología del turismo
Readings:
McCannell, Dean (2003). El turista. Una nueva teoría de la clase ociosa. Barcelona: Melusina.
Salazar, Noel (2006). Antropología del turismo en países en desarrollo: análisis crítico de las culturas, poderes e identidades generados por el turismo. Tabula rasa, (5), 99-128.
Santana Talavera, Agustín (1997). Antropología y Turismo. ¿Nuevas hordas, viejas culturas? Barcelona: Ariel.
Smith, Valene (Ed.) (1992 [1977]). Anfitriones e invitados. Antropología del turismo. Madrid: Endymion.
Complementary readings:
Bruner, Edward (2005). Culture on Tour: Ethnographies of Travel. Chicago: The University of Chicago Press.
Burns Peter (1999). An Introduction to Tourism and Anthropology. London: Routledge.
Cohen, Erik & Cohen, Scott (2012). Current sociological theories and issues in tourism. Annals of Tourism Research, 39(4), 2177-2202.
Hernández Ramírez, Javier, Xerardo Pereiro, y Roque Pinto (2015). Panorama de la Antropología del Turismo desde el Sur. PASOS Revista de Turismo y Patrimonio Cultural, 13 (2), 277-281.
Milano, Claudio (2017). Otherness Anthropologies: Toward Ibero-American Anthropologies of Tourism. American Anthropologist, 119(4), 736-741.
Nash, Dennison, &Smith, Valene (1992). Anthropology and tourism. Annals of Tourism Research, 18(1), 12-25.
Nogués-Pedregal, Antonio Miguel (2009). Genealogía de la difícil relación entre antropología social y turismo. PASOS Revista de Turismo y Patrimonio Cultural, 7 (1), 43 -56.
Nogués-Pedregal, Antonio Miguel (2019). Anthropological contributions to tourism studies. Annals of Tourism Research, 75, 227-237.
Santana-Talavera, Agustín (2020). Turismo, un objeto de estudio para la antropología social. Disparidades. Revista de Antropología, 75(1), 001.
Stronza, Amanda (2001). Anthropology of Tourism: Forging New Ground for Ecotourism and Other Alternatives. Annual Review of Anthropology, 30(1), 261-283.
Projects I: Design
Compulsory readings:
Quivy, Raymond y Van Campenhoudt, Luc. (2005). Manual de investigación en ciencias sociales. Editorial Limusa. México.
University of Southern California Libraries. Research Guides. http://libguides.usc.edu/writingguide/researchproposal
or else
Bernard, Russell H. (2011). Research methods in anthropology: Qualitative and quantitative approaches. Plymouth, UK: Altamira Press.
Flick, Uwe (2018). An introduction to qualitative research. 6th edition. Sage.
Recommended readings:
Carling, Jorgen, Bivand Erdal, Marta, & Ezzati, Reihaneh (2013). Beyond the insider–outsider divide in migration research. Migration Studies 2(1):36-54. Accesible on-line: http://migration.oxfordjournals.org/content/early/2013/10/15/migration.mnt022.full.pdf?keytype=ref&ijkey=oaxS5eeyuQctTnj
Chilisa, Bagele (2020). Indigenous research methodologies. 2nd edition. Sage.
Elliott, Denielle, & Culhane, Dara (2017). A different kind of ethnography: Imaginative practices and creative methodologies. University of Toronto Press.
Hirvi, Laura and Snellman, Hanna (Eds., 2012). Where is the field? The experience of migration viewed through the prism of ethnographic fieldwork. Finnish Literature Society (SKS). Open Access.
Molden, Olivia C. 2020. Story-mapping experiences. Field Methods 32(2):131–39.
Murchison, Julian M. (2010). Ethnography essentials: Designing, conducting, and presenting your research. Jossey Bass.
Ritchie, Jane, Lewis, Jane, McNaughton Nicholls, Carol & Ormston, Rachel (Eds., 2014)[2003] Qualitative research practice: A guide for social science students and researchers. Sage.
Zuberi, Tukufu, & Bonilla-Silva, Eduardo (2008). White logic, white methods: Racism and methodology. Rowman and Littlefield.