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Anthropology and Philosophy of Education

Code: 103520 ECTS Credits: 9
Degree Type Year Semester
2500260 Social Education FB 2 A
2500261 Education Studies FB 2 A


Joan-Carles Melich Sangra

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:


Marta Bertrán Tarrés
Roser Girós Calpe


No prerequisites.


Objectives and Contextualisation

"Anthropology and Philosophy of Education" includes the fields of anthropology and philosophy of education needed on the training of pedagogues and social workers.

First, we will discuss basic topics of pedagogy from a philosophical and anthropological perspective and, second, we study contemporary authors and papers about thought and research in education. Finally, the course also aims to critically analyze contemporary society from philosophical and anthropological perspectives, and also from a gender perspective.



    Social Education
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Contextualize educational action based on the different theoretical paradigms that have developed in science and education in accordance with the socio-historical context of individuals, groups and institutions.
  • Know and apply information collection, analysis, processing and evaluation processes, to improve professional practice itself and the foundation of professional action.
  • Maintain a respectful attitude to the environment (natural, social and cultural) to promote values, behaviour and sustainable practices that address gender equality, equity and respect for human rights.
  • Master the theoretical and applied knowledge of Educational Sciences to develop the capacity for analysis and observation of the social and educational reality.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge. 
  • Use information and knowledge from different sources and contexts (reports, articles, etc.) specific to the social sciences.
    Education Studies
  • Adopt ethical behaviour and attitudes and act according to the ethical principles of the profession.
  • Analyse and understand the theoretical, historical, cultural, political, environmental and legal references and situations involved in education and training proposals.
  • Identify educational approaches and problems, inquire about them: obtain, record, process and interpret relevant information to issue supported judgments that enhance education and training.
  • Maintain a respectful attitude for the environment (natural, social and cultural) to promote values, behaviours and practices that address gender equality, equity and respect for human rights.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Understand the processes that occur in educational and training activities and their impact on learning.

Learning Outcomes

  1. Adopt ethical behaviour and attitudes in relation to sources of knowledge and primary data collection.
  2. Analyse the current educational reality by properly applying the philosophical and anthropological concepts.
  3. Approach educational contexts through sources of philosophical and anthropological theories.
  4. Approach educational reality through the application of techniques for obtaining primary data on educational activities, describe them ethnographically and analyse them critically.
  5. Consider how gender stereotypes and roles impinge on the exercise of the profession.
  6. Demonstrating knowledge of socio-cultural diversities and the possibilities of an anthropological approach.
  7. Discern the educational particularities of environments and subjects according to different variables (life cycle, sex, social group).
  8. Having a respectful attitude and using language that respects all diversities.
  9. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  10. Know the main philosophical and anthropological theories and their most important concepts.
  11. Knowing how to defend or refute the assigning or use of philosophical and anthropological paradigms based on one's own interests and objects of educational interest.
  12. Maintaining a reflective and critical attitude towards limits in professional performance.
  13. Making philosophical-pedagogical proposals for improving the educational action.




1. The cultural transmission in complex societies
1.1 Anthropology and culture
1.2 Enculturation and life cycle
1.3 Cultural Transmission and education

1.4 Views on otherness
2. Acculturation and inequalities in education
2.1 Education, migrations and minorities
2.2 Gender and identity in educational institutions
2.3 Peer group and school culture
3. Ethnography and education
3.1 Ethnographic research
3.2 Ethnography for educational improvement
3.3 Ethnographic texts


1. The Philosophy of Suspiction: Marx, Nietzsche and Freud.
2. Education and memory
3. Pedagogy of death
4. The making of identity: Simone de Beauvoir and Hannah Arendt
5. Ethics and Education: Michel Foucault and Judith Butler


The methodology is based on the premise that students may be active on their learning process.

Teachers will allocate approximately 15 minutes of some class to allow their students to respond to the surveys of evaluation of the teaching performance and evaluation of this subject.

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Title Hours ECTS Learning Outcomes
Type: Directed      
Full class 45 1.8 2, 4, 3, 10, 9, 13, 5
Small class group 23 0.92
Type: Supervised      
Supervised work 45 1.8 2, 7, 6, 11
Type: Autonomous      
Authonomous work 112 4.48 1, 2, 4, 3, 10, 7, 12, 6, 13, 11, 8


Our teaching approach and assessment procedures may be altered if public health authorities impose new restrictions on public gatherings for COVID-19

In order to pass the subject, it is necessary to obtain at least 5 out of 10 in each of the two written exams (Anthropology and Philosophy). There will be a recovery for written exams in June. The note of recovery may not be greater than 5. First day of class will be indicated the work to pass the subject. There will be no recovery of these works. Professors will upload qualifications in Moodle in a maximum of three weeks. Copying or plagiarism on an examination or work will be considered a 0 at the activity.


To pass this course, the student must show a good general communicative competence, both orally and in writing, and a good command of the language or languages spoken in the teaching guide.


a) Written test GROUP 1: Anthropology content: 15/12/2022; Philosophy content: 18/5/2023. Recovery (Anthropology and Philosophy): 15/06/2023 GROUP 2: Anthropology content: 16/12/22 ; Philosophy content: 26/5/2023. Recovery (Anthropology and Philosophy): 16/06/2023


Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Essay on Anthropology (Individual/Writing text) 25% 0 0 1, 2, 4, 3, 10, 7, 12, 6, 13, 11, 8
Exam on Philosophy (Individual, Written exam) 50% 0 0 1, 3, 10, 9, 12, 11, 8, 5
Individual work 10 % 0 0 1, 2, 10, 7, 12, 6, 8
Papers' work 15% 0 0 1, 4, 6, 11


Alcalde, José Eugenio Abajo, i Silvia Carrasco Pons. "La situación escolar del alumnado de minorías étnicas: el modelo explicativo ecológico-cultural de John Ogbu." RECERCA. Revista de Pensament y Anàlisi 11 (2011): 71-92. 

Baier, Annette. Moral prejudices. Essays on Ethics. Harvard University Press: Cambridge. 1993.<spanclass="EOP BCX8 SCXW17972467" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> 

Beauvoir, Simone. El segundo sexo. Madrid: Cátedra, 2017. 

Braidotti, Rosi. Por una política afirmativa. Itinerarios éticos. Barcelona: Gedisa, 2018. 

Brah, Avtar (2011) Diferencia, diversidad, diferenciación. A Brah  (2011) Cartografías de la diáspora: identidades en cuestión (183-208). Madrid: Traficantes de sueños. 

Butler, Judith. Deshacer el género. Barcelona: Paidós, 2006. 

Cangià, Flavia. ‘Children of Kinegawa’and the transformation of the ‘buraku identity’in Japan. Childhood, 2012, 19.3: 360-374. 

Cortés, I; Caro, P.; End, M. (2021) Antigitanismo. Trece miradas. Traficante de sueños, Madrid. 

Dockett, Sue; MASON, Terry; PERRY, Bob. Successful transition to school for Australian Aboriginal children. Childhood Education, 2006, 82.3: 139-144. 

Farheen, Fatima (2019): “Skittles”. Dins Skhula, N. i SuleymanC.The Good Immigrant, 2019, p.276-286. 

Foucault, Michel. El orden del discurso. Barcelona: Tusquets, 2019. 

Foucault, Michel. La voluntad de saber. Madrid: Siglo XXI, 2019.<spanclass="EOP BCX8 SCXW17972467" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335559740":240}"> 

Freud, Sigmund. El malestar en la cultura. Madrid: Alianza, 2010. 

Heidegger, Martin. Ser y tiempo. Madrid: Trotta, 2005. 

HelllerAgnès. El món, el nostre món. Barcelona: Arcàdia, 2020. 

Hustvedt, Siri. La mujer que mira a los hombres que miran a las mujeres. Barcelona: Seix Barral, 2017. 

Jordan, Ellen. "Los niños peleones y sus fantasías lúdicas: La construcción de la masculinidad en la temprana edad escolar." Géneros prófugos: feminismo y educación. Universidad Nacional Autónoma de México, 1999. 

Joyce, James. Dublineses. Los muertos. Madrid: Alianza, 2011. 

Lévinas, Emmanuel. Ética e infinito. Madrid: Trotta, 2015. 

Lei, (2003): Unnecessary thoughness, those “loud black girls”, and those “quiet asian boys” Anthrophology and Education, 2003, 34:2, 158-181 

Lewis, A (2001): There Is No “Race” in the Schoolyard: Color-Blind Ideology in an (Almost) All-White School. American Educational Research Journal Winter 2001, 38:4, pp. 781–811 

Llevadot, Laura. Mi herida existía antes que yo. Feminismo y crítica de la diferencia sexual. Barcelona: Tusquets, 2022.

Mead, Margaret. Adolescencia y cultura en Samoa. Barcelona: Paidós, 1990. 

Mèlich, Joan-Carles. La sabiduría de lo incierto. Lectura y condición humana. Barcelona: Tusquets, 2019. 

Mèlich, Joan-Carles. La fragilidad delmundo. Ensayo sobre un tiempo precario. Barcelona: Tusquets, 2021.

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Mirza, H (2009) Racegender and educational desirewhy Black women succeed and failGender and Education, 21:6, 789-790, DOI: 10.1080/09540250903345121 

Neil Hao, R (2014): Performing fortune cookieAn autoehtnographic Performance on diasporic hybridity en, Boylorn, r y Orbe, M Critical AutoethnographyIntersedting cultural identities in everyday lifeRoutledge. 96-109 

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Nietzsche, Friedrich.Así habló Zaratustra. Madrid: Alianza, 2011. 

Nietzsche, Friedrich. La genealogía de la moral. Madrid: Alianza, 2011. 

Pagès, Anna. Cenar con Diotima. Filosofía y feminidad. Barcelona: Herder, 2018. 

Pedone, Claudia. Una mirada des de las familias migrantes ecuatorianas y el papel de la educación en Cataluña (Pp35-72). 2004. Barcelona: Fundació Bofill. 

Ponferrada, Maribel (2008) “Climas escolares, malestares y relaciones entre iguales en las escuelas catalanas de secundaria”. Revista d’Estudis de la Violència, 4: 0-21. 

Porizio, Laura. Pensar el cos i practicar el cos. Construir una identitat pròpia a partir del cos i de les experiències vitalsRevista d'etnologia de Catalunya, 2010, 36: 68-81. 

Proust, Marcel. Porel camino de Swann. En busca del tiempo perdido 1.Madrid: Alianza, 2011. 

Read, Barbara; FRANCIS, Becky Francis i Christine SKELTON (2011): Gender, popularity and notions of in/authenticity amongst 12‐year‐old to 13‐year‐old school girls, British Journal of Sociology of Education, 32:2, 169-18 

Reay, Diane (2001): 'Spice Girls', 'Nice Girls', 'Girlies', and 'Tomboys': Gender discourses, girls' cultures and femininities in the primary classroom, Gender and Education, 13:2, 153-166 

Rockwell, Elsie. La relación entre etnografía y teoría en la investigación educativa. México: Dirección de Investigación en Educación (die), CINVESTAV,1980. 

Safranski, R. Ser único. Un desafío existencial. Barcelona: Tusquets, 2022.

Segato, Rita Laura. (2011) Racismodiscriminación y acciones afirmativasherramientas conceptualesObservatório da Jurisdição Constitucional, 2011, 1.1. 

Velasco, Hononio, F. Javier García, i Ángel Díaz de Rada. Lecturas de antropología para educadores.El ámbito de la Antropología de la Educación y de la etnografía escolar. Madrid: Trotta,1993. 

Varaidzo. A Guide to Being Black. Dins Shukla, N. Good Immigrant, 2016, p. 10-21. (a triar) 

Walia, H. (2021) Frontera i llei. Migració global, capitalisme i l'auge de nacionalisme racista. Raig verd, Barcelona.

Wieviorka, Michel. Diferencias culturales, racismo y democracia. Políticas de identidades y diferencias sociales en tiempos de globalización, FACES–UCV, Caracas, 2003. 

 Whiting, Beatrice B. Six cultures: studies of child rearing. Nueva York: Wiley & Sons, 1963. 

 Willis, Paul. Aprendiendo a trabajar. Cómo los chicos de la clase obrera consiguen trabajos de la clase obrera. Madrid:Akal 1977. 

 Woods, Peter. Género, cultura y etnia en la escuela. Informes etnográficos.Barcelona: Paidós, 1995. 

 Woolard, Kathryn A. Identidades de clase y género en los proyectos lingüísticos nacionales: alguna evidencia desde Cataluña. Revista de Antropología Social, 1997, 6: 193-213. 

 Woolf, Virginia. Les ones. Sabadell: La Temerària, 2016. 

 Woolf, Virgina. La senyora Dalloway. Barcelona: La Magrana, 2013. 

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