Degree | Type | Year | Semester |
---|---|---|---|
2500260 Social Education | FB | 2 | A |
2500261 Education Studies | FB | 2 | A |
No prerequisites.
"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.
ANTHROPOLOGY OF EDUCATION
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
PHILOSOPHY OF EDUCATION
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.
EVALUATION DATES:
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
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 Suleyman, C.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.
Helller, Agnès. 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) Race, gender and educational desire: why Black women succeed and fail, Gender and Education, 21:6, 789-790, DOI: 10.1080/09540250903345121
Neil Hao, R (2014): Performing fortune cookie. An autoehtnographic Performance on diasporic hybridity en, Boylorn, r y Orbe, M Critical Autoethnography. Intersedting cultural identities in everyday life. Routledge. 96-109
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 vitals. Revista 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) Racismo, discriminación y acciones afirmativas: herramientas conceptuales. Observatório 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.
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Woolf, Virgina. La senyora Dalloway. Barcelona: La Magrana, 2013.
Yosso, T (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth, Race Ethnicity and Education, 8:1, 69-91, DOI: 10.1080/1361332052000341006
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Mahara