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:
- María Teresa Tapada Berteli
- Email:
- teresa.tapada@uab.cat
Teaching groups languages
You can check it through this link. To consult the language you will need to enter the CODE of the subject. Please note that this information is provisional until 30 November 2023.
Teachers
- María Teresa Tapada Berteli
- Montserrat Ventura Oller
- Jose Luis Molina Gonzalez
- Maria Montserrat Clua Faine
- Diana Marre
- Maria Bruna Alvarez Mora
- Anna Molas Closas
- Didac Santos Fita
- Marcelo Maureira Contreras
- Regnar Albaek Kristensen
- Josep Lluis Mateo Dieste
- Hugo Valenzuela Garcia
- Alice Marie Sophie van den Bogaert
External teachers
- 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.
Objectives of Applied Anthropology and Public Policy: 1. Know the basic conepts of applied anthropology, anthropology of public policies, anthropology for social intervention, public-oriented anthropology and publica anthropology as a result of the history of this sub-dicipline. 2. Identify the various fields of interveniton in applied anthropology and their uses. 3. To raise the various ethical problems of anthropology and some reflections on its applicability. 3. Some case studies d'aplicació al món de l'urbanisme i el design of public space.
Objective of Gender and Social Classification: 1. Ethnographic and historical-anthropological analysis of the development of soci-cultual categories and classifications, and their impact in generatiing differences and legitimising inequalities. 2. To analyse the role of sex-gender systemas in the construction of categories of classifiacion, in the shaping of inequalities and forms of social identification. 3. To present the articulation between geneder, "race" and class.
Objective of Peoples, territories and environment: The course aims to introduce students to the anthropology of the environment, including concepts such as sustainability, ingenous rights in relation to terriotoy, the significance of space in culture and its uses, the rights of nature and the nature-culture relationship in general. These objectives will be addressed on the basis of theoretical presentations on human-environment relations, the notion of territory and the meaning of space, and some case studies, particularly on transhumant pastoralist societies and indigenous societies, with special reference to cultural cartogrphies, will be dealt with in detail.
Objective of Ethnography of urban poverty: 1. To become familiar with the fundamental themes of ethnography on contemporary urban poverty. 2. Know the different modalities and main ethnographic strategies used in ethnography on exclusion and poverty in urban contexts. 3. identify the political and ethical positions that underlie the ethnographic text on urban poverty.
Objective of Cultural Dimensions and practices of globalisation: 1. Analyse the concept of cultural dimensions of globalisation from the anthropological perspective. 2. Understand the international mobilities of peopole and objects. 3. To analyse contemporaryethnographies of the local and the global.
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 into 6 blocks:
Applied Anthropology and Public Policies
[Responsible lecturer: Dr. Teresa Tapada] (7 sessions, 14 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. A 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 social classification
[Responsible lecturers: Dr. Montserrat Clua, Dr. Josep Lluís Mateo, Dra. Montserrat Clua with the participation of Dr. Begonya Enguix and Dr. Alice van den Bogaert] (8 sessions, 16 hours)
Theme 1. Introduction to the course and to the systems of classification
Theme 2. Sexual borders and the definition of social groups around gender
Theme 3-4. Miscegenation: presentation and an American example.
Theme 5. Naturally yours: gender, body and sexuality (nature, culture, classification)
Theme 6. Naturally yours: gender, body and sxuality (nature, culture, classification)
Theme 7. Race, racialism, and racism. Ways of classifying humanity
Theme 8. The caste system: the case of India
Peoples, territories, and environments
[Responsible lecturers: Dr. Montserrat Ventura and Dr. Dídac Santos] (8 sessions, 16 hours)
Topic 1: Human-environment relations: theoretical introduction. Case studies (DS)
Topic 2: Indigenous territory, meaning and delimitaion. Space, time.Cases from Latin America (MV)
Topic 3: Symbolic cartography: Latin America cases. (MV)
Topic 4: Environment and territory. Case Studies and conclusions (MV).
Ethnographies of Urban Poverty
[Responsible lecturer: Dr. Regnar Albaek Kristensen] (5 sessions, 10 hours)
Unit 1. Concepts and theories about poverty in anthropology and the social sciences. Ethnographies of poverty: Poverty as a polymorphic phenomenon. Methodological and ethical reflections.
Unit 2. Readings and discussions – fragments of modern ethnographies of poverty.
Cultural Dimensions of Globalization
[Responsible lecturers: Dr. Bruna Álvarez and Anna Molas] (7 sessions, 14 hours)
Session 1: Globalisation: Key Concepts and Stages
Session 2: Globalisation: Migrations / Reproductive Mobilities
Session 3: Globalisation: Mobilities / Transnationalism / Border relations
Session 4: Globalisation, Mobilities / People / Death in a Global World
Session 5: Globalisation, Mobilities, People, and Objects: discussion – evaluation
Projects I: Design
[Responsible lecturers: Dr. José Luis Molina and Marcelo Maureira](10 sessions, 20 hours)
Introduction
Typesof research, models of projects, and examples of processes of elaboration of proposals.
Preliminary phases
I. From ideas, interests, and intuitionsto 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 ofthe elaboration of a proposal
I: Positioningthe proposal in a thematic area and the search for a perspective of research. The initial revision of the literature justifying 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
The teaching methodology and the evaluation proposed in the guide may undergo some modification subject to the onsite teaching restrictions imposed by the health authorities.
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.
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.
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
SPECIFIC EVALUATION PER BLOCK (Minimum 80% attendance to be evaluated in all blocks of the Module)
Applied anthropology and public policy: Make a critical commentary on the (2) required readings: (1) 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 (2) Shore, Chris (2020) La antropología y el estudio de la política pública: reflexiones sobre la "formulación" de las políticas. Antípoda, Revista de Antropologia y Arqueología, 10, 21-349.
Gender and social classification systems: -Compulsory block work: presentation of an essay-reflexion on possible applications of the course topics to on's own research project (proposals will handle ideas, concepts, theories, questions, materials or readings from the course). This reflection must incorporate a dialogue with a minimun of two texts to choose from among those proposed, available on Moodle.-Alternative option: for those who have not defined a research proposal: presentation of a reasoned reflecgion on a topic related to the course syllabus, based on a minimum of two texts to choose from among the proposed texts, available on Moodle.
Peoples, territories and environment: -Compulsory block work: reading of a title from the recommeded or general bibliography in relation to the planned topic of the dissertation or, if not, to a social problem of interest to the students, linked to the topic of the block. Structure: 1. Brief context of the author/writer of the text; 2. Description of the content of the text, and 3. Upload the presentation in ppt format to the spaceprovided at the time on the Virtual Campus of the Module.
Ethnography of urban poverty: The evaluation of the course consists of the following criteria: a) Compulsory attendance. in order to be assessed, students must attend al least 80% of the classes (4 out of 5). This will be cheched by means of a list of signatures. It is the student's responsibility to sign the attendance sheet. b. Presentation and discussion by each group (maximum 3 people) of a section of the reading dossier. In the first session the groups and readings will be determined (70% of the grade). c) When the group does not present, they must formulate two relevant questions addressed to the presenting group in relation to their readings. These questions willb e based on the reading of the texts presented (30%).
Cultural dimensions and practices of globalization: -30%: work and dynamics of the 4 compulsory readings. It is desirable to read them before the sessions. Reading 1 and 2 for 11 December, reading 3 for 13 December, and reading 4 for 14 December. -20% test type activity on the four compulsory readings. To be done in class on 15 December. -50% written reflextion of 800 words linking two of the compulsory readings and two of the compulsory reaings by subject, with a current news item and/or a personal experience. It is essential to complete the bibliography in an appropriate manner in order to pass this assignment. The approach to the assignment will be carried out on 15 December in class.
MODULE ASSESMENT SYSTEM (MC1): the MC1 module is comulsorily assessed with the specific Projects I block (50% of the final module mark).
Projects I: The evaluation of the block will be based on: a) the average of the five intermediate deliveries programmed through the Virtual CAmpus (50% of the mark) and b) the final work of the block (50%). In addition, the final work of this block corresponds to 50% of the final grade of the module. Attendance to at least 80& of the classes is required (except in case of illness or other force majeure) and active participation in the classes.
GENERAL INFORMATION OF THE EVALUATION SYSTEM OF MODULES AND BLOCKS
Assessment of the module: In order to pass the module, the following aspects are taken into account:
- Regular assistance and active 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 courseor block proposes one ormultiple activities that allow a continued assessment of thelearning process. The activities can vary from a written test to a presentation inclass, computer lab assignments, areview 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 active 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 elaborationof 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 orientationwithinthe 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 indicated in the teaching plan and calendar of the Master.
It is essential to respect the deadlines.
Each lecturer determines the way in which papers are to be submitted (through the Campus Virtual, bye-mail) and informs students in the beginning of their blockregarding the procedure and date of revision of grades. The lecturers communicate the results of the evaluation via the Campus Virtual and establish a periodof 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. The final grade will also be communicated through the Campus Virtual, and a grade review session will be scheduled.
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, students will need a minimum final grade of 5.0, as a result of the assessment procedure explained above. Studentswill receive the qualification "Not evaluable" if they have submitted less than 30% of the assessment items. 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 anexceptional 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 the grade “0” for the activity in question. In the case of misconduct in more than one assessment activity, the students involved will be given a final grade of “0” for the course. Students may not retake assessment activities in which they are found to have engaged in misconduct. Plagiarism means 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 reproducing all or a part of another student’s work. In casesof copying in which it is impossible to determine whichof two students has copied the work of the other, both will be penalized. Please seethe 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.
On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place
Students will obtain a Not assessed/Not submitted course grade unless they have submitted more than 30% of the assessment items.
Plagiarism: In the event of a student committing any irregularitythat may leadto a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
This module provides for a single assessment: Module work 50%, Block work: 40% and Participatory activity (activity must be detailled): 10%.
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
Borofsky, Robert (2000) Public anthropology: where to, what next? Anthropology News, 45, 9-10.
Breese, Jefrey R., & Richmond, David (2002) Applied Sociology and Service Learning: The Marriage of Two Movements. Sociological Practice: A Journal of Clinical and Applied Sociology, 4(1), 5- 13.
Bulmer, Martin (1985) Applied Sociology- There Are More Strings to Your Bow Than This. Contemporary Sociology, 14(3), 304- 306.
Cernea, Michael M. & Guggenheim, Scott eds (1993) Anthropological Approaches to Resettlement. Policy, Practice and Theory. USA: Westview Press.
Chambers, Erve (1989) Applied Anthropology: A Practical Guide. Illinois: Waveland Press.
Eddy, Elisabeth M., Partridge, William L., eds. (1987) Applied Anthropology in America. New York, Columbia University Press.
Embree, John F. (1945) Applied Anthropology and Its Relationship to Anthropology. American Anthropologist, 47(4), 635- 637.
Ervin, Alexander M. (2000) Applied Anthropology. Tools and perspectives for contemporary practice. USA: Allyn & Bacon.
Fantova, Fernando (2007) Repensando la intervención social. Documentación social, 147, 183-198. Perspectives de Recerca i Intervenció Socioantropològica 2015 - 2016 6
Foster, George M. (1974 [1969]) Antropología aplicada. Buenos Aires, Amorrortu.
Fox, Kathryn. J. (1996) The Margins of Underdog Sociology: Implications for the «West Coast AIDS Project». Social Problems, 43(4), 363- 386.
Giménez, Carlos (2002) Planteamiento multifactorial para la mediación e intervención en contextos multiculturales. Una propuesta metodológica de superación del culturalismo. En: García Castaño FJ, Muriel C., eds. (2002) La inmigración en España: contextos y alternativas. Actas del III Congreso sobre la Inmigración en España. Granada, Laboratorio de Estudios Interculturales,vol. II, 627- 644. PDF
Giménez, Carlos (ed.) (1999) Antropología más allá de la academia: aplicaciones, contribuciones, prácticas e intervención social. Santiago de Compostela: Federación de Asociaciones de Antropología del Estado Español FAAEE.
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Gouldner, Alvin W (1957) Theoretical Requirements of the Applied Social Sciences. American Sociological Review, 22(1), 95- 102.
Jabardo, Mercedes; Monreal, Pilar & Palenzuela, Pablo (eds.) (2008) Antropología de orientación pública: visibilización y compromiso de la antropología. XI Congreso de Antropología de la FAAEE, Donostia, Ankulegi Antropologia Elkartea [en línea]. [Acceso 2- 7- 2014]
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Leclerc, Gerard (1973 [1972]) Antropología y Colonialismo. Madrid, Alberto Corazón.
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Ruiz Ballesteros, Esteban (2005) Intervención social: cultura, discursos y poder: aportaciones desde la antropología. Madrid: Talasa.
Sánchez Molina, Raúl (2009) La Etnografía y sus aplicaciones. Lecturas desde la Antropología Social y Cultural. Madrid, Editorial universitaria Ramón Areces.
Shore, Chris (2010) "La antropología y el estudio de la política pública: reflexiones sobre la "formulación" de las políticas. Antípoda, Revista de Antropología y Arqueología, 10,21- 49.
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Gender and systems of social classification
General bibliography:
Amselle, Jean-Loup. 1999 [1990]. Logiques métisses. Anthropologie de l’identité en Afrique et ailleurs. Paris: Payot.
Butler, Judith. Lenguaje, poder e identidad. Madrid: Editorial Sínteis.
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.
Mauss, Marcel; Durkheim, Émile. 1903. “De quelquesformes primitives de classification. Contribution à l'étude des représentations collectives”, Année Sociologique, 6, 1-72.
Kosellek, Reinhart. [1979] 1993. Futuro pasado. Para una semántica de los tiempos históricos. Barcelona: Paidós.
Pouillon, Jean. 1998. “Appartenance et identité”. Le genre humain, 2, pp.112-122. https://doi.org/10.3917/lgh.002.0020
Stolcke, Verena. 2017 (1era 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.
Readings for the evaluation:
Gamson, Joshua. 1995. “Must identity movements self-destruct? A queer dilemma”, Social Problems, 42(3), 390-407. https://doi.org/10.2307/3096854
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 SocialInclusion,7(1), 59-71. file:///C:/Users/TAY/AppData/Local/Temp/103-108-1-PB.pdf
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...yla naturaleza para la sociedad?, Política y cultura, 14, 25-60. https://www.redalyc.org/pdf/267/26701403.pdf
Stolcke, Verena. 2003. “Lamujer es puro cuento: la culturadel género,” Quaderns de l’Institut Catalá d’Antropologia, sèrie monogràfics: A proposit de cultura, 19. 69-95. https://raco.cat/index.php/QuadernsICA/article/view/95562/165157
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), 229-246. https://hal-univ-tlse2.archives-ouvertes.fr/hal-02156143/documentRecommended bibliography:
Århem, Kaj (1998). Powers of place: landscape, territory and local belonging in Northwest Amazonia. In Locality and Belonging, edited by N. Lovell. London: Routledge, pp. 78-102.
Berkes, Fikret, Colding, Johan & Folke, Carl (2000). Rediscovery of traditional ecological knowledge as adaptive management. Ecological Applications 10(5): 1251-62. https://doi.org/10.2307/2641280
Berkes Fikret, Colding, Johan & Folke Carl (2003) Navigating social-ecological systems: building resilience for complexity and change. Ed. Cambridge University Press, Cambridge, 400p.
Berlin, Brent (2003). How a Folk Botanical System can be both Natural and Comprehensive: One MayaIndian’s View of the Plant World. In Sanga G. & Ortalli G. (coord.), Nature Knowledge: ethnoscience, cognition, and utility. Berghahn Books, New York - Oxford, pp. 38-46.
Colchester, Marcus (1981). Ecological Modeling andIndigenous Systems of Resource Use: Some Examples from the Amazon of South Venezuela. Anthropologica, 55: 51-72.
Descola, Philippe (1986). La nature domestique: symbolisme et praxis dans l’écologie des Achuar. MSH, Paris.
Descola, Philippe (2005). Par-delà nature et culture. Ed. Gallimard, Paris. Esp: Descola, Philippe (2012). Más allá de naturaleza y cultura. Buenos Aires, Amorrortu editores.
Descola, Philippe & Palson Gilsi (1996). Nature and society: Anthropological perspectives. Routledge, London.
Dove, Michael R. & Carpenter, Carol (2008). Environmental Anthropology. A historicalreader.Blackwell, Singapore. LEER la “Introducción”.
Ellison, Nicolas & Martínez Mauri, Mònica (coords.) (2009). Paisajes, espacios y territorios. Reelaboraciones simbólicas y reconstrucciones identitarias en América Latina. Quito: Abya-Yala.
Fowler, Catherine (1979). Etnoecologia. In Hardesty Donald (ed.), Antropología Ecológica. Ediciones Bellaterra, Barcelona, pp. 215-238.
Frake, Charles (1962). Cultural Ecology and Ethnography. American Anthropologist, 64: 53-59. https://doi.org/10.1525/aa.1962.64.1.02a00060
Galvin, Shaila S. 2018, Interspecies Relations and Agrarian Worlds, Annual Review of Anthropology, 47: 233-249. https://doi.org/10.1146/annurev-anthro-102317-05023
García Hierro, Pedro & Surrallés, Alexandre (2009). Antropología de un derecho. Barcelona, Alternativa, Intercanvi amb pobles indígenes / IWGIA, Copenhagen.
Gómez-Baggethun, Eric & Reyes-García, Victoria (2013). Reinterpreting change in traditional ecological knowledge. Human Ecology 41(4): 643-647. https://doi.org/10.1007/s10745-013-9577-9
Gnerre, Maurizio, (2003) Jivaro Streams: from Named Places to Placed Names, in G. Sanga & G. Ortalli (Eds) Nature Knowledge. Ethnoscience, Cognition and Utility, Berghahn Books, NY, Oxford / IVSLA, Venezia, pp. 128-160.
Herlihy, Peter H. & Knapp, Gregory (2003) Maps of, by, and for the Peoples of Latin America. Human Organization 62(4): 303-314. http://www.jstor.org/stable/44127812
Huntington, Henry P. (2000). Using traditional ecological knowledge in science: methods and applications. Ecological Applications, 10(5): 1270-1274. https://doi.org/10.1890/1051-0761(2000)010[1270:UTEKIS]2.0.CO;2
Ingold, Tim (1993). The temporality of the landscape. World Archaeology, 25(2): 152-174. https://www.jstor.org/stable/124811
Kohn, Eduardo (2013) How forests think: Towards an Anthropology Beyond the Human, Univ. of California Press.
Lévesque, Carole (1996). La nature culturelle. Trajectoires de l’anthropologie écologique contemporaine. Anthropologie et Sociétés 20(3): 5-10. https://doi.org/10.7202/015430ar
Levinson, Stephen C. (2003) Space in Language and Cognition. Explorations in Cognitive Diversity, Cambridge UP.
Martinez-Allier, Joan (1995) El Ecologismo de los pobres: conflictos ambientales y lenguajes de valoración, Ed. Icaria, Barcelona, 363p.
Martinez-Alier, Joan et al. (2010), Social Metabolism, Ecological Distribution Conflicts and Valuation Languages, Ecological Economics.
Medina, Domingo A. (2003) From Keeping it Oral to Writing to Mapping: the Kuyujani Legacy and the De Kuana Self-Demarcation Project" in N. L. Whitehead (ed.) Histories and Historicities in Amazonia, Lincoln and London:University of NebraskaPress, pp. 3-32.
Morán, Emilio F. (1993). La ecología humana de los pueblos de la Amazonia. Fondo de Cultura Económica, México, 325 p.
Reyes-García, Victoria, & Martí-Sanz, Neus (2007). Etnoecología: punto de encuentro entre naturaleza y cultura. Ecosistemas, 16(3): 46-55. https://www.revistaecosistemas.net/index.php/ecosistemas/article/view/92
Rival, Laura M. (2002) Trekking through history. The Huaorani of Amazonian Ecuador, New Yourk: Columbia University Press, The Historical Ecology Series.
Sahlins, Marshall (1988). Cultura y razón práctica. Contra el utilitarismo en la teoría antropológica. Gedisa, Barcelona, 243 p.
Schlosberg, D.avid (2013) Theorising environmental justice: the expanding sphere of a discourse. Environmental Politics. 22 (1)
Smith, Richard, Chase, Benavides, Margarita, Pariona Mario & Tuesta Ermeto (2003). Mapping the Past and the Future: Geomatics and Indigenous Territories in the Peruvian Amazon. Human Organization 62(4): 357-368. https://www.jstor.org/stable/44127816
Surrallés, Alexandre & García Hierro, Pedro (curadores) (2004). Tierra adentro. Territorio indígena y percepción del entorno. IWGIA, Copenhague.
Tsing. Anna (2015) The Mushroom at the End of the World. On the Possibility of Life in Capitalist Ruins, Prnceton UP.
Tuan, Yi-Fu (1977) Space and Place: The Perspective of Experience. Minneapolis, London: U. Minnesota Press.
Ventura i Oller, Montserrat (2012). En el cruce de caminos. Identidad, chamanismo y cosmología tsachila. Quito: FLACSO/Abya-Yala / IFEA.
Viveiros de Castro, Eduardo (1996). Images of Nature and Society inAmazonian Ethnology. Annual Review of Anthropology 25:179-200. https://doi.org/10.1146/annurev.anthro.25.1.179
Wolf, Eric (1972). Ownership and Political Ecology. Anthropological Quarterly, 45(3): 201-205. https://doi.org/10.2307/3316532
Zent, Stanford, & Zent, Eglée L. (2006). ´Más allá de la Demarcación de Tierras Indígenas: comparando y contrastando las etnocartografías de agricultores y cazadores recolectores´. Antropológica 105-106:67-98. https://www.researchgate.net/publication/257644973_Mas_alla_de_la_Demarcacion_de_Tierras_Indigenas_Comparando_y_Contrastando_las_Etnocartografias_de_agricultores_y_cazadores-recolectores
Zent, Egleé L. (2014) Ecogonía II. Visiones alternativas de la biosfera en la América indígena ¿utopía o continuum de una noción vital? Etnoecológica 10 (7)
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 peopleto manage poverty? Perspectives from the field. Annals ofthe 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 ofrepresentation in urban ethnography. City and Community, 14(4): 352-358. https://doi.org/10.1111/cico.12137
The ethnographies (a reader will be composed of a chapter of each):
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). $2a 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 CaliforniaPress.
Lomnitz de Adler, Larissa (1975). Cómo sobreviven los marginados. Siglo XXI. México. (English version: Lomnitz, LarissaAdler (1977). Networks and Marginality: Life in a Mexican Shantytown. Academic Press)
Mazelis, Joan M. (2017). Survivingpoverty: Creating sustainable ties among thepoor. 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. https://doi.org/10.1016/j.wsif.2016.02.013
Ledeneva, Alena (2009). From Russia with blat: Can informal networks help modernize Russia? Social Research 76 (1): 257–88. https://www.jstor.org/stable/40972146
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. 10.5871/jba/003.139
Lubbers, Miranda J., Valenzuela-García, Hugo, Escribano, Paula, Molina, José Luis, Casellas, Antònia, & GrauRebollo, 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 nomakin' 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. Farnham: 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 inthe 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. https://doi.org/10.1177%2F0011392112454754
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 pitfallsof urban ethnography. American Journal of Sociology 107 (6): 1468–1532. https://doi.org/10.1086/340461
Wacquant, Loïc (2007). Urban outcasts: A comparative sociology of advanced marginality. Polity Press.
Wacquant, Loïc (2009). Punishingthe poor: The neoliberal government of social insecurity. Duke University Press.
Cultural Dimensions of Globalization
Compulsory bibliography:
1. Appadurai, Arjun (1996). Here and now. Modernity at Large. Cultural Dimensions of Globalization (1-27). Minneapolis: Public World. (Versiónen castellano:Appadurai Arjun [1996] 2001. Aquí y ahora. En La modernidad desbordada. Dimensiones Culturales dela Globalización (pp. 17-40). Buenos Aires: Fondo de Cultura Económica).
2. Kopytoff, Igor (1986). The cultural biography of things: commoditization as process. In Appadurai, Arjun (ed.). The social life of things. Commodities in cultural perspectives. (pp. 89-125). Cambridge: Cambridge University Press (Versión en castellano. Kopytoff Igor [1986] 1991. La biografía cultural de las cosas: la mercanitlización. En Appadurai Arjun La vida social de las cosas.Perspectiva cultural de las mercancías (pp. 89-125). México: Grijalbo).
3. Wichelen, Sonja van (2017) Reproducing the Border: Kinship Legalities in the Bioeconomy. In Pavone, Vicenzo and Goven, Joanna. Bieconomies: Life, Technology and Capital in the 21th century (pp. 2007-226). Switzerland: Palgrave Macmillan.
4. Blanchette, A. (2020). Porkopolis: American Animality, Standardized Life, and the Factory Farm, Duke University Press. (Capitulos 1 y 2: p. 33-70)
Compulsory bibliographyof the sessions
Theme 1: Reproductive mobilities:
- Marre Diana, San Román Beatriz, Guerra Diana (2018). On reproductive work in Spain. Transnational adoption,egg donation, surrogacy. MedicalAnthropology, 37(2):158-173. doi: 10.1080/01459740.2017.1361947
-Hudson, Nicky (2017). Mking "Assisted World Fmailies"? Parenting projects and Family Practices in the Context of Globalised Gamete Donation. Socilogical Research Online, 22 (2), 48-58.
Theme 2: Border relations
- Hilda, Ana y Gaggiotti, Hugo (2019). Mujeres en línea Liderazgo femenino en una planta deensamblaje de Ciudad Juárez. Theomai, 40: 96-112.
- Alvarez, Robert (1995) The Mexican-US border: the Making of an Anthropology of Berderlands. Annual Review of Anthropology, 24: 447-470.
Theme 3: Death in the global world
- Scheper-Hughes, Nancy (2002). The Global Traffic in Human Organs. In Inda Jonathan Xavier & Rosaldo Renato (eds). The Anthropology of Globalization. A reader (pp. 270-308). London: Blackwell.
- Le Gall, Josaine & Rachédi, Lilyane (2019). The emotional costs of being unable to attend the funeral of a relative in one’s country of origin. In Saramo Samira, Koskinen-Koivisto Eerika and Snellman Hanna (eds.). Transnational death (pp. 65-81). Helsinki: Studia Fennica.
Recommended bibliography:
Alvarez, Bruna & Marre, Diana (in press). Motherhood in Spain: from the “baby boom” to “structural infertility”. Medical Anthropology.
Appadurai, Arjun (ed.) (2001). Globalization. Durham (NC): Duke University Press.
Appadurai, Arjun (2002). Disjuncture and Difference in the GlobalCultural Economy. In Inda Jonathan Xavier & Rosaldo Renato (eds). The Anthropology of Globalization. A reader (pp. 46-64).London: Blackwell.
Bauman, Zygmunt ([2008]2010). Mundo-consumo. Ética delindividuo en la aldea global. Barcelona: Paidós.
Beck, Ulrich & Beck-Gernsheim, Elisabeth ([1990] 2001). El normal caos del amor: las nuevas formas de la relación amorosa. Barcelona: Paidós.
Beck, Ulrich & Beck-Gernsheim, Elisabeth ([2011] 2012). Amor a distancia. Nuevas formas de vida en la era global. Barcelona: Paidós.
Beck, Ulrich ([1997] 1998). Qué es la globalización. Falacias del globalismo. Respuestas a la globalización. Barcelona: Paidós.
Beck, Ulrich ([1999] 2000). Un nuevo mundo feliz. La precariedad del trabajo en la era de la globalización. Barcelona: Paidós.
Childhood (1996). Editorial: The Globalization of Childhood or Childhood as a Global Issue, Childhood 3: 307-311.
De Zordo, Silvia, Mishtal, Joanna & Anton, Lorena, (eds.) (2016). A Fragmented Landscape: Abortion Governance and Protest Logics in Europe. Oxford and New York: Berghahn Books.
Desy, Alexandra & Marre, Diana (2021) Reproductive exclusion: French clients undergoing cross-border reproductive care in Barcelona. In: Guerzoni S & Mattalucci C (eds.) Body Politics and Reproductive Governances: “Flesh”, Technologiesand Knowledge. Bingley, UK: Emerald Group Publishing.
Edelman, Marc & Haugerud, Angelique (eds.) (2005). The Anthropology of Development and Globalization. From Classical Political Economy to Contemporary Neoliberalism. London: Blackwell.
Eriksen, Thomas (2003). Globalization. Studies in Anthropology. London: Pluto Press.
Eriksen, Thomas (2007). Globalization.Key Concepts. Oxford: Berg.
Gaggiotti, Hugo(2012). The rhetoric of synergy in a globalcorporation. Visual and oral narratives of mimesis and similarity, Journal of Organizational ChangeManagement 23(2):265-282.
Gaggiotti, Hugo (2017). US/Mexico borderland communities: Organising resilience with wall, bridges and other artefacts. Bristol. Available from https://uwe-repository.worktribe.com/output/897298
Geertz, Clifford ([1984, 1986] 1996). Los usos de la diversidad. Barcelona: Paidós.
Groes, Christian & Fernández, Nadine (2018).Introduction: Intimate Mobilities and Mobile Intimacies. In Groes Christian and Fernández Nadine (eds). Intimate Mobilities. Sexual Economies, Marriage and Migration in a Disparate World (pp. 1-27).Oxford: Berghahn Books.
Gupta, Akhil & Ferguson, James (2002). Beyond “Culture”: Space, Identity, and the Politics of Difference. In Inda Jonathan Xavier & Rosaldo Renato (eds). The Anthropology of Globalization. A reader (pp. 65-80).London: Blackwell.
Hannerz, Ulf (2002). Notes on the Global Ecumene. In Inda JonathanXavier & Rosaldo Renato (eds). The Anthropology of Globalization. A reader (pp. 37-45). London: Blackwell.
Illouz, Eva ([2006] 2007). Intimidades congeladas. Las emociones del capitalismo. Buenos Aires: Kraft.
Inda, Jonathan Xavier & Rosaldo, Renato (eds). The Anthropology of Globalization. A reader (pp. 270-308).London: Blackwell.
Inda, Jonathan Xavier & Rosaldo, Renato. (2002). Introduction. A World in Motion. In Inda, Jonathan Xavier & Rosaldo, Renato (eds). The Anthropology of Globalization. A reader (pp. 1-34). London: Blackwell.
Jameson, Frederic & Miyoshi, Miyoshi (eds). (1999). The cultures of globalization. Durham (NC): Duke University Press.
Mol, Annemarie (2021).El cuerpo múltiple: Ontología y prácticamédica. Bellaterra Ediciones.
Molas, Anna and Perler, Laura (2020). Selecting women, taming bodies? Body ontologies in egg donation practices in Spain. Tapuya: Latin American Science, Technology and Society 3 (1): 396-414.
Radin, Margaret Jane (1996). Contested Commodities. The trouble with trade insex, children, body parts and other things. Cambridge (M): Harvard University Press.
Ray, Larry (2007). Globalization and everyday life. London: Routledge.
Ritzer, George & Atalay, Zeynep (eds.)(2010). Readings in Globalization. Key Concepts and Major Debates. London: Willey-Blackwell.
Ritzer, George (2011). Globalization. The Essentials. London: Willey-Blackwell.
Ritzer, George (ed.) (2007). The Blackwell Companion to Globalization. London: Blackwell.
Ritzer, George (2009). Globalization. A Basic Text. London: Blackwell.
Robertson, Roland (1992). Globalization. Social Theory and Global Culture. London: Sage.
Russell Hochschild, Arlie ([2003] 2008). La mercantilización de la vida íntima. Apuntes de la casa y el trabajo. Buenos Aires: Katz.
Sassen Saskia (2007). Una sociología de la globalización. Buenos Aires: Katz.
Scheper-Hughes, Nancy & Wacquant, Loïc (2002). Commodifying bodies. London: Sage.
Selin, Helaine & Rakoff, Robert (eds). Death across cultures: Death and Dying in Non-Western Cultures. Switzerland: Springer.
Steger, Manfred (2003). Globalization. A very short introduction. Oxford: Oxford University Press.
Tomlinson, John (1999). Globalization and culture. London: Polity Press.
Tomlinson, John (2007). Cultural Globalization. Ritzer, George (ed.) (2007). The Blackwell Companion to Globalization (pp. 352-367). London: Blackwell.
TrangThu Do, Andrea Whittaker & Mark Davis (20203) Reconfiguring Breast Reconstruction in the Post-Cancer Lire in Vietnam, Medical Anthropology, 42: 3, 295-310.
Warin, M., et al. (2022). Circuits of Time: Enacting Postgenomics in Indigenous Australia. Body and Society: online first.
Zelizer, Viviana ([2005] 2009). La negociación de la intimidad. México: FCE.
Zelizer, Viviana ([1994] 2011). El significado social del dinero. México: FCE.
Recommended films and series:
- Ball, Alan (2001-2005). Six feet under. Serie TV. US. Disponible en HBO.
- Gaggiotti, Miguel (2020). Maquiladora.UK. 18’. Accesible en Vimeo en: https://vimeo.com/378717205/bf3fe17b92
- Gervais, Ricky (2019). After life. Serie TV. UK. Disponible en Netflix.
- Lahl, Jennifer (2010). Eggsploitation. US.45’. Accesible en Youtube con subtítulos en español: https://www.youtube.com/watch?v=VcK_l3FLgKs
Projects I: Design
Required 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
Bernard, RussellH. (2011). Research methods in anthropology: Qualitative and quantitative approaches. Plymouth,UK: Altamira Press.
Flick, Uwe(2018). An introduction to qualitativeresearch. 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. http://migration.oxfordjournals.org/content/early/2013/10/15/migration.mnt022.full.pdf?keytype=ref&ijkey=oaxS5eeyuQctTnj
Durand, Jorge (2012). El oficio de investigar. En Ariza, M. y Velasco,L. (coord.) Métodos cualitativosy su aplicación empírica.Por los caminos de la investigación sobre migración internacional (pp. 47-80). México (DF): UNAM/ El Colegio de la Frontera Norte.
Guest, Greg, Bunce, Arwen, & Johnson, Laura (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1): 59-82. 10.1177/1525822X05279903
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: https://library.oapen.org/handle/20.500.12657/29750
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 researchpractice: A guide for social science students and researchers. Sage.
Ethics resources:
Ethics code of the Association of Social Anthropologists of the UK (ASA): https://www.theasa.org/downloads/ASA%20ethics%20guidelines%202011.pdf
Educational resource aboutethics in anthropology, open access (Macquarie University): https://ethicstraining.mq.edu.au/
Website of the Comissiód’Ètica en l’Experimentació Animal i Humana de la UAB (with models of informed consent, etc.): https://www.uab.cat/etica-recerca/
Software
UAB students can download Microsoft Office 365 at home and/or on their laptops if they wish so: https://si-respostes.uab.cat/inici/correu/msop-microsoft-office/msop-com-em-puc-instal-lar-l-office
In addition, it is recommended that they install the ARE button in their website´s browser to access the electronic resources mentioned in the bibliography section (articles in academic journals that are not open access) from outside the UAB - https://www.uab.cat/web/our-services/access-to-electronic-resources-1345738248146.html. This (Spanish-language) video explains how to do that in 3 minutes: https://vimeo.com/516408829/9f4a1ed83d
We will also use the reference manager Mendeley in the course, and we recommend that students install it on their computers or laptops. Through the UAB, they can access the institutional license: https://www.uab.cat/web/study-and-research/mendeley-institutional-1345738248632.html.
The other programs and digital resources that we will use in the course will be communicated in the first class. All programs are installed or can be installed or accessed in the computer rooms.