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Seminar on Advanced Anthropological Theories and Research

Code: 101256 ECTS Credits: 12
2024/2025
Degree Type Year
2500256 Social and Cultural Anthropology OT 3
2500256 Social and Cultural Anthropology OT 4

Contact

Name:
Isabel Graupera Gargallo
Email:
isabel.graupera@uab.cat

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

There are not prerequisites


Objectives and Contextualisation

A fundamental characteristic of this seminar is that it constitutes a space for debate and exchange of visions on the fit of anthropologists in the field of cultural management in a broad sense, since we want to explore the contribution of anthropology to museology, collecting and service design. In fact, the world of cultural heritage is one of the classic fields of action of anthropology professionals. His work is mainly carried out in museums, interpretation centres and public administration, not to mention increasingly numerous private initiatives. However, cultural heritage is undergoing significant changes, which encourage the widening of the gaze on this sector and that its management is now more complex. New professionals break into the cultural management scene as an example of the overflow of traditional borders between disciplines.

The objective is to review and analyse theoretical and methodological proposals from an anthropological perspective, as well as their application in the field of heritage, cultural management and service design. Through a historical synthesis of museology, historical memory policies, of the principles of the anthropology of design, visits to different collections and/or heritage interpretation centres, case study, design of cultural projects, reading support, class participation and group work, students will acquire a basic knowledge of the professional practice of anthropologists in the field of heritage and cultural management. Resources that must be taken into account for possible career opportunities.

The purpose of the seminar is to transcend historically contingent disciplinary boundaries and become a laboratory where, in a safe environment, rehearse proposals for anthropological intervention. In this sense, we will try to collaborate with external professionals linked to heritage or design. In addition, special emphasis will be placed on the methodology of virtual ethnography, which can become the means to develop the proposal of sociocultural intervention that must constitute the final work of the subject.


Competences

    Social and Cultural Anthropology
  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Assessing epistemological and methodological problems attached to the dialectics between particularism and comparison.
  • Assessing in theoretical, methodological and ethical terms the anthropology investigations aimed to basic objectives or oriented to intervention.
  • Carry out effective written work or oral presentations adapted to the appropriate register in different languages.
  • Demonstrate skills for working autonomously or in teams to achieve the planned objectives including in multicultural and interdisciplinary contexts.
  • Introduce changes in the methods and processes of the field of knowledge to provide innovative responses to the needs and demands of society.
  • 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.
  • Use digital tools and critically interpret specific documentary sources.

Learning Outcomes

  1. Analyse a situation and identify points for improvement.
  2. Applying the current ethical codes to the ethnographic fieldwork.
  3. Assess the reliability of sources, select important data and cross-check information.
  4. Carry out ethical use of the information especially when it is of a personal nature.
  5. Carrying out oral presentations using appropriate academic vocabulary and style.
  6. Classifying and defining different transcultural comparison procedures.
  7. Critically considering and trying to avoid ethnocentric projections in theory building.
  8. Critically identify and compose a basic bibliography for the field opf study.
  9. Differentiating specific methodological aspects of basic researches.
  10. Distinguishing ethnographic specificity and theoretical definitions of fields and concepts in the comparative processes.
  11. Effectively expressing themselves and applying the argumentative and textual processes of formal and scientific texts.
  12. Effectively working in teams and respecting different opinions.
  13. Explain the explicit or implicit code of practice of one's own area of knowledge.
  14. Express ideas with a specific vocabulary appropriate to the discipline.
  15. Identify main and secondary ideas and express them with linguistic correctness.
  16. Identify situations that require improvement or change.
  17. Identifying the transcultural variability of economic, kinship, political, symbolic and cognitive, educational and gender systems as well as their corresponding anthropological theory.
  18. Plan work effectively, individually or in groups, in order to fulfil the planned objectives.
  19. Proponer proyectos y acciones que estén de acuerdo con los principios de responsabilidad ética y de respeto por los derechos y deberes fundamentales, la diversidad y los valores democráticos.
  20. Propose new experience-based methods or alternative solutions.
  21. Propose new ways to measure the success or failure of the implementation of innovative proposals or ideas.
  22. Providing a context for a research related to the state of its concerning anthropological theory .
  23. Recognising the ethical implications of the ethnological relationships established during the fieldwork internship.
  24. Recognising the ethical implications of the investigations aimed at basic objectives.
  25. Relating elements and factors involved in the development of scientific processes.
  26. Summarising acquired knowledge about the origin and transformations experienced in the several fields of anthropology.
  27. Summarizing the characteristics of a written text in accordance to its communicative purposes.
  28. Using suitable terminology when drawing up an academic text.
  29. Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.

Content

The Seminar on Advanced Anthropological Theories and Research will be divided into three thematic blocks. The first one will be dedicated to make a first approach to the world of heritage (tangible and intangible) and its relationship with anthropology and anthropologists today.

The second part of the subject will deal with a global phenomenon closely linked to heritage: cultural tourism. Tourism has recently been recognized as its role in the framework of sustainable development.

Thirdly, there will be a methodological purpose: we will review the design of a cultural project. It is a way to provide resources for students as they can achieve the technical level necessary to overcome the final work of the subject.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Assistance to conferences, with preparation prior to theoretical guidance and later discussion 10 0.4 2, 5, 7, 9, 17, 23, 25
Proposal of general reading texts, in their theoretical and methodological context 10 0.4 6, 7, 9, 10, 22, 26
Readings to be done by each group, in their disciplinary context and articulation with the readings made by the other groups 10 0.4 6, 7, 9, 10, 22, 25, 26
Theoretical classes, discussion of common readings and presentation of group works 40 1.6 2, 5, 11, 22, 24, 25, 26
Tutorials for groups 30 1.2 2, 6, 9, 17, 22, 25
Type: Supervised      
Elaboration of group work and preparation of a ppt or an audio-visual document for presentation in the classroom 30 1.2 5, 11, 25, 26
Type: Autonomous      
Individual reading of texts and synthesis of basic and / or problematic topics for the, discussion in the classroom 20 0.8 7, 9, 17, 24, 26, 27, 28
Preparation of individual essays that critically synthesize the main topics throughout the course, including those presented by the different groups. 20 0.8 9, 10, 11, 14, 22, 24, 28
• Individual reading of texts for later discussion in a group and presentation to the classroom. 10 0.4 9, 10, 17, 22, 25, 26, 27, 28

1. The reading of the proposed texts in general, which will be accredited with the presentation in class and a debate will be opened with the entire group-class where it will be necessary to attend. The public comment of the reading should include three points that will be developed in the collective discussion.

2. The elaboration of an exhibition exhibition that will lead us to design, produce and disseminate a professional project from 0 to the last concretion.

3. Participation in a workshop on the documentation of ethnological collections, as well as other specific practices proposed in class that can be done individually or in groups.

4. The realization and defense of a proposal for sociocultural intervention on an element, space, community or heritage institution, whether material or immaterial.

The work of the students will consist of participating in the classes, showing a proactive attitude as members of the group with a clear involvement in the collective work, reading by the scheduled date the texts for the debates in the classroom, committing to the progress of the intervention proposal and attending the follow-up tutorials.

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
Group's work 1 40% 50 2 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 14, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29
Group's work 2 30% 30 1.2 1, 2, 4, 5, 7, 11, 12, 14, 16, 18, 19, 20, 21, 22, 23, 24, 29
Reading and discussion in the class-room of the texts proposed 15% 20 0.8 2, 5, 7, 8, 9, 10, 11, 13, 15, 17, 22, 24, 26, 27, 28
Realization of an individual essay on each of the blocks 15% 20 0.8 6, 7, 9, 10, 11, 17, 22, 24, 26, 27, 28

This subject/module does not incorporate single assessment.

It is a seminar with a considerable number of credits and, therefore, presence and participation are mandatory. In this sense, the purpose is to subdivide the class group to work in small groups to carry out the exhibition proposal and maximize peer learning. Otherwise, working with atomized teams gives us more time for the intervention proposal that wants to be a professional project.

The evaluation will be structured in four blocks:

BLOCK 1 | Presentation and debate of mandatory readings | 20% | individual and group task [small work teams]

BLOCK 2 | Design and production of an exhibition exhibition | 25% | group task [whole class group]

BLOCK 3 | Proposal for sociocultural intervention* | 25% | group task [small work teams]

BLOCK 4 | Final exam | 30% | individual task

*A minimum of 3 follow-up tutorials will be carried out, which will be mandatory in order to validate the intervention proposal. Delivery date: May 2025

In the case that the student makes any irregularity that may lead to a significant variation in the grade of an evaluation act, this evaluation act will be graded with 0, regardless of the disciplinary process that can be instructed. In case of several irregularities in the evaluation acts of the same subject, the final grade of this subject will be 0.

The student will receive the qualification of "Not evaluable" provided that he has not delivered more than 30% of the evaluation activities.

REASSESSMENT

To participate in the recovery students must have been previously evaluated in a set of activities whose weight equals to a minimum of 2/3 parts of the total grade.

In order to have passed the subject it is necessary to have passed modules 2, 3 and 4 with a minimum grade of 5.

It will be, therefore, NOT EVALUATIVE that student who has not completed these tests throughout thesemester. That is why attendance and participation of students throughout the Seminarare requested.

If the student is evaluable, but does not pass modules 1 and 4, he / she will be able to recover them on the date established by the Academic Management and that will be informed in the Moodle of the subject with the presentation of reviews of readings and / or the passing of a written test. If block 3 is not exceeded, the proposal should be reformulated and presented again.

 


Bibliography

BIBLIOGRAFIA 

 

PATRIMONI CULTURAL

BALLART, J.; JUAN, J. Gestión del patrimonio cultural. Barcelona: Ariel, 2010.
CANO, J.M. Turismo cultural. Manual del gestor de patrimonio. Córdoba: Almuzara, 2005.
DEL MÁRMOL, C.; FRIGOLÉ, J.; NAROTZKY, S. (eds.). Los lindes del patrimonio. Consumo y valores del pasado. Barcelona: Icaria, 2010.
HERNÁNDEZ, F. El patrimonio cultural: la memoria recuperada. Gijón: Trea, 2002.
QUEROL, M.Á. Manual de gestión del patrimonio cultural. Madrid: Akal, 2010.
ROSELLÓ, D. Diseño y evaluación de proyectos culturales. Barcelona: Ariel, 2008.
SANTACANA, J.; HERNÁNDEZ, F.X. Museología crítica. Gijón: Trea, 2006.
SANTACANA, J.; LLONCH, N. (eds.). El patrimonio cultural inmaterial y su didáctica. Gijón: Trea, 2015.
VVAA. El patrimonio cultural inmaterial. Definición y sistemas de catalogación. Murcia: Comunidad Autónoma de la Región de Murcia, 2008.


TURISME CULTURAL

BARRADO, D.A.; CALABUIG, J. Geografía mundial del turismo. Madrid: Editorial Síntesis, 2001.
DONAIRE, J.A. Turismo cultural. Entre la experiencia y el ritual. Bellcaire d'Empordà: Edicions Vitel·la, 2012.
FONT, J. (coord.). Casos de turismo cultural. De la planificación estratégica a la gestión del producto. Barcelona: Ariel, 2004.
HERRERO, L.C. Turismo cultural: el patrimonio histórico como fuente de riqueza. Valladolid: Fundación del Patrimonio Histórico de Castilla y León, 2000.
LAGUNAS, D. (coord.). Antropología y turismo. Claves culturales y disciplinares. México: Plaza y Valdés, 2007.
MIRALLES, J.; ROSSELLÓ, A. El turismo sostenible com a eina de cooperació per al desenvolupament. Experiències a Amèrica Central. Palma: Universitat de les Illes Balears, 2009.
NEL·LO, M.G.; FONT, A. (eds.). Anudar red. Temas pendientes y nuevas oportunidades de cooperación en turismo. Quintana Roo, Tarragona, Cancún: Universidad de Quintana Roo, Universitat Rovira i Virgili, Universidad del Caribe, 2017.
RAMOS, M. El turismo cultural, los museos y su planificación. Gijón: Trea, 2007.
SANTANA, A. Antropología y turismo, ¿Nuevas hordas, viejas culturas? Barcelona: Ariel, 2006.


MEMÒRIA ORAL

BERTAUX, Daniel. Los Relatos de vida: perspectiva etnosociológica. Barcelona: Bellaterra, 2005. (Serie general universitaria; 48). ISBN 847290296X.
- "El enfoque biográfico: su validez metodológica, sus potencialidades". Proposiciones. (març 1999), núm. 29, pp. 1-22.
- "Los Relatos de Vida en el Análisis Social". Historia y Fuente Oral. (1989), núm. 1, pp. 87-96

CANDAU, Joël. 2002. Antropología de la memoria. Buenos Aires: Nueva Visión
COELLO DE LA ROSA, Alexandre & Mateo Dieste, Josep Lluís. 2015. "¿Antropología vs. Historia? Una incómoda pareja de baile", Quaderns-e de l'Institut Català d'Antropologia, 20-2, pp. 4-18

FEIXA PÀMPOLS, Carles. La Ciutat llunyana: una història oral de la joventut a Lleida: 1931-1945. [Lleida]: Diari La Mañana:, DL 1992. (Col·lecció Josep Lladonosa).
- INIESTA, Montserrat. "Historias de vida y ciencias sociales. Entrevista a Franco Ferrarotti". [Recurs electrònic]. Periferia: revista de recerca i formació en antropologia. (desembre 2006), núm. 5, pp. 1-14. ISSN:1885-8996.
- "La imaginación autobiográfica". [Recurs electrònic]. Periferia: revista de recerca i formació en antropologia. (desembre 2006), núm. 5, pp. 1-44. ISSN: 1885-8996.
FERRANDO PUIG,Emili. Fuentes orales e investigación histórica: orientaciones metodológicas para crear fuentes orales de calidad en el contexto de un proyecto de investigación. Barcelona: Ediciones del Serbal, 2006. (Res publica; 10). ISBN 84-76285000.
FERRAROTTI, Franco. "Las historias de vida como método". [Recurs electrònic]. Acta Sociológica. (setembre-desembre 2011), núm. 56, pp. 95--119. ISSN 0186--6028. [Traduït de l'italià]. <http://www.revistas.unam.mx/>
FOLCH MONCLÚS, Rafel. "Cultura popular, patrimoni i etnologia. La recerca en el marc de l'Inventari del Patrimoni Etnològic de Catalunya". [Recurs electrònic]. Papers de l'Institut Català de Recerca en Patrimoni Cultural. (2009), núm. 1, pp. 1-38. ISSN 2013--5998. < http://www.icrpc.cat/ca/publicacions/papers.html>.
FRASER, Ronald. Recuérdalo tú y recuérdalo a otros: historia oral de la Guerra Civil Española. Barcelona: Crítica, 2007. ISBN 8484328740.
- "La historia oral como historia desde abajo". Ayer. (1993), núm. 12, pp. 79--92. ISSN: 1137--2227.
FRIEDMAN, Jonathan. [1994] 2001. Identidad cultural y proceso global. Buenos Aires: Amorrortu Editores
GRELE, Ronald. "La historia y sus lenguajes en la entrevista de Historia Oral: ¿quién contesta las preguntas de quién y por qué?". Historia y Fuente Oral. (1991), núm. 5, pp. 111-129. ISSN 0214-7610.
HAMMER, Dean; WILDAVKY, Aaron. "La entrevista semi--estructurada de final abierto: aproximación a unaguía operativa". Historia y fuente oral. (1990), núm. 4, pp. 95-116. ISSN 0214-7610.
INIESTA, Montserrat. "Àgores <<Glocals>>. Museus per a la seva mediació: història, identitats i perplexitats". Mnemòsine. Revista Catalana de Museologia (2006), núm. 3, pàg. 35-50. ISSN 2385-801X.
PAGE, Shannon. "El participante invisible: el papel del transcriptor". Historia, antropología y fuentes orales. (2002) núm. 28, pp. 153--164. ISSN 1136-1700.
PRAT, Joan [coord.]. I... això és la meva vida: relats biogràfics i societat. Barcelona: Generalitat de Catalunya. Departament de Cultura, 2004. (Temes d'etnologia de Ctalunya; 9). ISBN 84-393-5775-3.
THOMPSON, Edward P. [1994] 2000. "Historia y antropología", Edward P. Thompson, Barcelona: Agenda para una historia radical Crítica/Historia y Teoría, pp. 15-43.
VANSINA, Jan. 1968. La tradición oral. Cerdanyola: Labor (Nueva Colección Labor 22).
VIAZZO, Pier Paolo. 2003. Introducción a la antropología histórica. Lima: Pontificia Universidad Católica del Perú.

ETNOGRAFIA VIRTUAL


Pérez, C.; Ardèvol, E.; Bertrán, M.; Callén, B. (2003). "Etnografía virtualizada: la observación participante y la entrevista semiestructurada en línea". Athenea Digital: Revista de Pensamiento e Investigacion Social, 3, 72-92. http://nbn-resolving.de/urn:nbn:de:0168-ssoar-64775

Ardèvol, E.; Gómez-Cruz, E. Digital ethnography and media practices. The International Encyclopedia of Media Studies: Research Methods in Media Studies, Volume 7, Fabienne Darling-Wolf (Editor), 2012.

Ardèvol, E.; Lanzeni, D. "Visualidades y materialidades de lo digital: caminos desde la antropología". Anthropologica, Vol. 32, Nº. 33, 2014, pp. 11-38. ISSN 0254-9212.

Ardèvol, E.; Trabancas, I. "Cartas para la libertad: afectos y acción política en tiempos digitales". Quaderns-e. Institut Català d'Antropologia, Núm. 23 (2) Any 2019, pp. 99-113. ISSN 1696-8298.

Ellis, C.; Adams, T.; Bochner, A.: "Autoetnografía: un panorama". Astrolabio. Revista Internacional de Trabajo Social y Bienestar, Núm. 14, 2015, pp. 249-273

Guerrero Muñoz, J. "El valor de la auto-etnografía como fuente para la investigación social: del método a la narrativa. Azarbe. Revista Internacional de Trabajo Social y Bienestar, Núm. 3, 2014, pp. 237-249.

Mosquera, M. A. "De la Etnografía antropológica a la Etnografía virtual. Estudio de las relaciones sociales mediadas por Internet". Fermentum. Revista Venezolana de Sociología y Antropología, vol. 18, núm. 53, setembre-desembre 2008, pp. 532-549.

Montagud Mayor, X.: "Analítica o evocadora: el debate olvidado de la autoetnografía". FQS. Forum: Qualitative Social Research, vol. 17, Núm. 3, setembre 2016.


Software

Word, PowerPoint and Keynote.


Language list

Name Group Language Semester Turn
(SEM) Seminars 1 Catalan second semester morning-mixed
(TE) Theory 1 Catalan second semester morning-mixed