Introduction to Social and Cultural Anthropology
Code: 100010 ECTS Credits: 6| Degree | Type | Year |
|---|---|---|
| 2500239 Art History | FB | 1 |
| 2500240 Musicology | FB | 1 |
| 2500246 Philosophy | FB | 1 |
| 2500501 History | FB | 1 |
| 2502758 Humanities | FB | 1 |
Contact
- Name:
- Laia Narciso Pedro
- Email:
- laia.narciso@uab.cat
Teachers
- Lucia Sanjuan Nuņez
- Jordi Castellvi Girbau
- Anna Molas Closas
- Jason Edward Hickel
- Irina Casado Aijon
- Alice Marie Sophie van den Bogaert
- (External) A determinar
Teaching groups languages
You can view this information at the end of this document.
Prerequisites
This course has no prerequisites.
Objectives and Contextualisation
The Introduction to Social and Cultural Anthropology (6 ECTS) is a subject considered UAB Basic Training, scheduled for the first year of following undergraduate programs: Archeology (Group 1, 1st semester), Musicology (Group 2, 1st semester), History of Art (Group 3 and 4, 1st semester), Humanities (Group 5, 2nd semester), Philosophy (Group 6, 2nd semester), History (Group 7 and 8, 2nd semester), English (Group 9, 2nd semester), Geography, Environment and Territorial Planning (Group 10, 2nd semester).
The aim of the course is to provide an introduction to the social and cultural anthropology. This overview of the discipline recaps its maing contributions: Analysis of cultures and their diversity, historical development, methodology and research techniques, economiy, politics, religion, kinship systems, and some of its applications to the contemporary world.
This overview is illustrated with some ethnographies and key texts that allow students to adquire a relativistic and critic perspective of human cultures.
The subject of Introduction to Social and Cultural Anthropology aims to rigorously train future professionals so that they are able to work in a qualitative and critical way, and at the same time seeks to consolidate the joint search for solutions for social transformation, more global justice and environmental protection. For these reasons, the agenda conforms to the SDGs defined by the UN.
Sustainable Development Goals (SDGs)
Faced with the challenges facing different societies, in 2015 the United Nations (UN) set 17 goals for sustainable development (SDGs), which are broken down into 169 goals. The SDGs address issues affecting different areas, from poverty eradication to the preservation of marine life. These are the goals that must be achieved by the year 2030, and that challenge the whole of society.
The SDGs included in this subject are as follows:
SDG 1: Ending Poverty
SDG 5: Gender equality
SDG 10: Reducing inequalities
SDG 11: Sustainable cities and communities
SDG 12: Responsible consumption and production
SDG 16: Peace and Justice Solid Institutions
Competences
- Art History
- Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- Musicology
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- Philosophy
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
- History
- Students must be capable of applying their knowledge to their work or vocation in a professional way and they should have building arguments and problem resolution skills within their area of study.
- Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
- Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
- Students must develop the necessary learning skills in order to undertake further training with a high degree of autonomy.
- Students must have and understand knowledge of an area of study built on the basis of general secondary education, and while it relies on some advanced textbooks it also includes some aspects coming from the forefront of its field of study.
Learning Outcomes
- Analysing a contemporary fact from an anthropological perspective.
- Analysing current events from an anthropological perspective.
- Applying the basic concepts of Social and Cultural Anthropology to understand relationships between various societies and cultures.
- Applying the basic concepts of social and cultural anthropology to the understanding of relationships between different societies and cultures.
- Applying the basic concepts of social and cultural anthropology to understand relationships between different societies and cultures.
- Applying the knowledge of cultural variability and its genesis in order to avoid ethnocentric projections.
- Applying the knowledge of cultural variability and its genesis to avoid ethnocentric projections.
- Carrying out a planning for the development of a subject-related work.
- Carrying out oral presentations using an appropriate academic vocabulary and style.
- Demonstrate skills of self-analysis and self-criticism.
- Effectively communicating and applying the argumentative and textual processes to formal and scientific texts.
- Effectively express and textual argumentative applying formal procedures and scientific texts.
- Enumerating the theories about human species in their relation to society and culture production.
- Enumerating theories about human species and relating them with the production of society and culture.
- Identifying the theories about human species in their relation to society and culture production.
- Identifying the theories about human species.
- Identifying the theories concerning the different meanings of the concept of culture.
- Identifying the transcultural variability of economic, kinship, political, symbolic and cognitive, educational and gender systems as well as their corresponding anthropological theory.
- Interpreting the cultural diversity through ethnography.
- Interpreting the relationships between different societies and cultures by applying the specific notions of Anthropology.
- Solving problems autonomously.
- Use the appropriate terminology in the construction of an academic text.
- Use the scientific and professional language of the social sciences.
- Using suitable terminology when drawing up an academic text.
- Using the basic concepts of Social and Cultural Anthropology for the understanding of relationships between various societies and cultures.
- Weigh up the impact of any long- or short-term difficulty, harm or discrimination that could be caused to certain persons or groups by the actions or projects.
Content
The course Introduction to Social and Cultural Anthropology is a first approach to the study of human social and cultural variability, from a comparative perspective. Throughout the semester the basic concepts and key issues of Social and Cultural Anthropology are presented and developed. It will cover classic subject areas, anthropological perspectives on difference and inequality and some of the most recent developments in the discipline. Through ethnographic case studies the course will illustrate cultural diversity and highlight thecontrasts and similarities with student's own cultural context.
Topic 1. Introduction. The anthropological discipline.
- Anthropology in the field of human and social sciences.
- Object, method and techniques of anthropology.
- Ethnography and fieldwork.
- Fundamental concepts: culture, diversity, ethnocentrism, relativism, naturalization, difference and inequality.
Topic 2. Socio-political classifications
- Racism.
- Cultural fundamentalism.
- Exotism.
- Gender.
Topic 3. Economy and subsistence.
- Adaptation strategies: hunting-gathering, horticulture, agriculture, livestock.
- Modes of production.
- Distribution: exchange, reciprocity, market, redistribution.
- Types of economies: matrimonial, ritual, prestige economy, care economy.
Topic 4. Family and kinship.
- What is kinship?
- Affiliation.
- Alliance: polygyny, polyandry, same-sex marriages.
- Terminology of kinship.
- New forms of kinship in the West.
Topic 5. Politics
- Structures of political organization: gangs, tribes, chiefdoms, states.
- Theories about the origin of the head and the State.
- Authority and conflict.
- Origin of inequalities.
- Power and biopolitics
- Resistances and agency
Unit 6. Belief systems, symbolism and ritual.
- Rituals and rites of passage.
- Universality of the religious phenomenon: beliefs, practices and community.
- Social functions of religiosity: explaining, crises, emotions, political control.
- Ontologies: animism, naturalism, totemism and analogism.
- Varieties of communication with the intangible world: shamanism and possession.
- Syncretism.
Activities and Methodology
| Title | Hours | ECTS | Learning Outcomes |
|---|---|---|---|
| Type: Directed | |||
| Oriented | 50 | 2 | 2, 4, 7, 17, 18, 19, 20 |
| Type: Supervised | |||
| Supervised | 25 | 1 | 2, 4, 7, 9, 10, 12, 17, 18, 20, 21, 22, 26 |
| Type: Autonomous | |||
| Self-organized | 75 | 3 | 2, 4, 7, 9, 10, 12, 17, 18, 20, 21, 22, 23, 26 |
- All activities have a deadline that must be met strictly, according to the proposed schedule.
- Work by students mainly consists in assiting to the lectures, research and analysis of information, assigments (on paper and / or sent via virtual campus) and participation in guided discussions.
- The readings are aimed to enable academic discussion, the monograph essay, and thematic assigments.
- The different exercises will be returned with comments and guidelines for further improvement, if deemed necessary by the professor.
- The student must take into account the news and informations published on the Virtual Campus / Moodle.
- The main tools used in the virtual campus will be: Teaching material (which can be found reading and course materials), News (for various information aboutthe course), Delivery of assigments (to be opened during delivery periods established), and Forum (where you can discuss the issues and where should add comments and reactions to others comments ). Professors will inform if you use other tools are available as well.
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.
Assessment
Continous Assessment Activities
| Title | Weighting | Hours | ECTS | Learning Outcomes |
|---|---|---|---|---|
| Analysis of readings (group or individual) | 25% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 |
| Critic essay based on a monography | 25% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25 |
| Written tests | 50% | 0 | 0 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26 |
The evaluation system is organized into three modules, each of which is assigned a specific weight in the final grade. Each module can foresee more than one assessment activity. At the time of carrying out each assessment activity, the teacher will inform the students via Moodle of the procedure and date of review of the assessment tests. The three types of evaluation modalities are the following: 1) CRITICAL SYNTHESIS MODULE OF A MONOGRAPH. In this module, a critical analysis of an ethnographic monograph will be assessed. Value of 25% of the final grade. 2) READING ANALYSIS MODULE. One or several works, individual or group, on a set of articles. Value of 25% of the final grade. 3) WRITTEN TESTS MODULE. They can be one or more written tests of different types and characteristics. Its value is 50% of the final grade.
Requirements to be entitled to re-evaluation
-To participate in the re-evaluation process students must have been previously evaluated (does not mean approved) in a set of activities whose weight equals to a minimum of 2/3 parts of the total grade or 60% of the final grade.
Re-evaluation process
At the beginning of the course, the professor will indicate the procedure for the recovery of the subject, which will take place on the day, place andtime indicated by the Faculty.
The activities that the professor considers to be unrecoverable can be excluded from the re-evaluation process (for example: oral presentations, group work, tasks related to the daily teaching activity). In this case, the professor responsible will explicitly state in the program those partial evaluation activities that, according to their criteria and depending on their nature, are not recoverable.
The total score that can be obtained from the sum of thepartial qualifications of the non-recoverable activities can never exceed 50% of the final mark of the subject. The failure to pass an evaluation activity that, by its nature, is not recoverable will not be sufficient reason to prevent the positive evaluation of the subject.
- In order to have passed the subject, you must have a minimum of 5/10.
- In order to be EVALUABLE, the student must have presented at least in 2 modules of 3.
- Therefore, a student who has not completed minim 2 tests during the semester will NOT be EVALUABLE.
In case that the student performs any irregularity that could lead to a significant variation in the grade of an evaluation test, this will be scored with 0, regardless of the disciplinary process that can be ordered. In case there are several irregularities in the evaluation tests at the SAME subject, the final grade of this subject will be 0. (Article 116. Results of the evaluation, modified by agreement of the Consell de Govern UAB of March 19, 2015).
On carrying out each evaluation activity, lecturers will inform students (on Campus Virtual) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
The teacher has the right to demand a minimum grade in thetests, in order to be able to participate in the reassessment. In no case, this minimum grade can be higher than 3.5/10. UNIQUE ASSESSMENT: Students who decide to opt for the single assessment will have: - to carry out the necessary procedures to be able to take up this option, within the deadlines established by the UAB. - to deliver all assessment parts on the same day, when indicated by the teacher.
- Relative weight of each module in the event of a single assessment: Exam (50%),Written work on the monograph (25%), Written work analyzing readings (25%).
Each teacher will communicate, in the program at the beginning of the year (Virtual Campus), the details of each module.
In no case will the single assessment tests be of a lower level than the continuous assessment.
Bibliography
Manuals
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BOHANNAN, Paul. (1996) Para raros, nosotros: introducción a la antropología cultural, Madrid, Ediciones Akal.
BOHANNAN, Paul y GLAZER, M. (eds.) (1992) Antropología: lecturas. Madrid: McGraw-Hill.
BOIVIN, Mauricio F. , ROSATO, Ana y ARRIBAS, Victoria (1998) Constructores de Otredad. Una introducción a la Antropología Social y Cultural, Buenos Aires: Eudeba
EMBER, Carol (2003) Introducción a la Antropología. Madrid, McGraw-Hill
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HARRIS, Marvin (2004) Introducción a la Antropología General. Madrid, Alianza Editorial.
HARRIS, Marvin (1999) El desarrollo de la teoría antropológica: historia de las teorías de la cultura. Madrid, Siglo XXI.
HENDRY, Joy. (1999) An Introduction to Social Anthropology. Other People's Worlds, Macmillan Press, London.
KOTTAK, Conrad Phillip (2002) Antropología cultural. Espejo para la humanidad, Madrid: McGraw-Hill.
LAURTHE-TOLRA, Pierre y WARNIER, Jean-Pierre (1998), Etnología y Antropología. Madrid: Akal
LISÓN Carmelo (ed.) (2007) Introducción a la Antropología Social y Cultural. Teoría, método y práctica. Madrid, Akal.
LLOBERA, Josep Ramon (1999) Manual d'antropologia social : estructura i evolució de les societats humanes. Edicions de la Universitat Oberta de Catalunya : Pòrtic,Barcelona
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BAUMAN, Richard (ed.) (1992) Folklore, Cultural Performances and Popular entertainments. A Communications-centered Handbook. New York, Oxford: OxfordUniversity Press.
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MONOGRAPHS
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CLASTRES, Pierre (2001 [1972]) Crónica de los indios guayaquis, Barcelona, Altafulla.
DOUGLAS, Mary. 1973 [1966]. Pureza y peligro. Un anàlisis de los conceptos de contaminación y tabú. Madrid: Siglo XXI.
EVANS-PRITCHARD, Edward E. (1976 [1937]). Brujería, magia y oráculos entre los azande. Barcelona: Anagrama.
EVANS-PRITCHARD, Edward E. (1977 [1940]). Los Nuer. Barcelona: Anagrama.
EVERS-ROSANDER, Eva (2004 [1991]). Mujeres en la frontera. Tradición e identidad musulmanas en Ceuta. Barcelona: Edicions Bellaterra.
GRIAULE, Marcel (2000 [1966]) Dios de agua. Barcelona, Alta Fulla.
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LÉVI-STRAUSS, Claude (1988 [1955]). Tristes trópicos. Barcelona:Paidós.
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MEAD, Margaret. (1990 [1939]). Adolescencia y cultura en Samoa. Barcelona: Paidós.
PIELLA, Anna (2002). Parentiu a Jambun. Canvis i continuitats en una comunitat aborígen d'Austràlia, Bellaterra: Servei de Publicacions de la UAB, Publicacions d'Antropologia Cultural, no21
SAN ROMAN, Teresa (1997). La diferencia inquietante. Viejas y nuevas estrategias culturales de los gitanos. Siglo XXI.
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WORSLEY, Peter (1980): Al son de la trompeta final. Un estudio de los cultos "cargo" en Melanesia. Madrid,Siglo XXI.
Software
There is no specific software for this course.
Language list
| Name | Group | Language | Semester | Turn |
|---|---|---|---|---|
| (PAUL) Classroom practices | 1 | Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 2 | Catalan/Spanish | first semester | morning-mixed |
| (PAUL) Classroom practices | 3 | Catalan/Spanish | second semester | morning-mixed |
| (PAUL) Classroom practices | 4 | Catalan | second semester | morning-mixed |
| (PAUL) Classroom practices | 5 | Catalan | second semester | morning-mixed |
| (PAUL) Classroom practices | 6 | Catalan | second semester | morning-mixed |
| (PAUL) Classroom practices | 7 | English | second semester | morning-mixed |
| (PAUL) Classroom practices | 8 | Spanish | second semester | morning-mixed |
| (TE) Theory | 1 | Spanish | first semester | morning-mixed |
| (TE) Theory | 2 | Catalan/Spanish | first semester | morning-mixed |
| (TE) Theory | 3 | Catalan/Spanish | second semester | morning-mixed |
| (TE) Theory | 4 | Catalan | second semester | morning-mixed |
| (TE) Theory | 5 | Catalan | second semester | morning-mixed |
| (TE) Theory | 6 | Catalan | second semester | morning-mixed |
| (TE) Theory | 7 | English | second semester | morning-mixed |
| (TE) Theory | 8 | Spanish | second semester | morning-mixed |