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Social Psychology of Contemporary World

Code: 102601 ECTS Credits: 6
2024/2025
Degree Type Year
2502443 Psychology OB 3

Contact

Name:
Joan Pujol Tarres
Email:
joan.pujol@uab.cat

Teachers

Joan Pujol Tarres
Luz Maria Martinez Martinez
Blanca Callen Moreu

Teaching groups languages

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


Prerequisites

It is recommended to have previously studied the subjects "The social dimension of the person" and "Social influence and groups".

The subjects "Social Psychology of the Contemporary World" (third year), "Social dimension of the person" (first year) and "Social influence and groups" (second year) prepare for the specialisation "Analysis and psychosocial intervention" and, in general, for understanding the psychosocial dimension of the person, present in all specialisations.


Objectives and Contextualisation

The complexity and diversity of the contemporary world needs theoretical perspectives and methodological tools within the psychology that can analyse social phenomena and that, at the same time, take into account equality of rights and social diversity, in order to be able to develop specific analysis and intervention proposals leading to social inclusion.

In this subject, it is part of an intersectional perspective to account for the construction and the government of identity and subjectivity in the contemporary world, from a critical perspective that allows the identifying and analysis of the distinct axes of social inequality that lead, on the one hand, to precariousness in the quality of life of both the those considered as “others”, the deviant, the abnormal, etc…, and on the other, the relational and social conflicts between people who occupy socio-centered positions and those who occupy peripheral positions.

Based on these premises, the following objectives are established for the subject:

•           To analyse the problems of our social environment from the psychosocial perspective, through the review of case studies.

•           To critically apply the tools of social psychology in order to address these problems.

•           To develop an intersectional perspective that takes into account the different axes of inequality social (gender, class, ethnicity, sexuality, age, access to knowledge and technology, precariousness ...).

•           To recognise the transversality of the sex/gender system in the production of social inequalities.

•           To identify the effects of social inequality in the areas of health, sexuality, care, violence, interculturality, precariousness and access to technology.

•           To develop a transversal and transdisciplinary perspective in the analysis of contemporary psychosocial phenomena.


Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Actively listen to be able to obtain and synthesise relevant information and understand the content.
  • Apply knowledge, skills and acquired values critically, reflexively and creatively.
  • Communicate efficiently, using the appropriate media (oral, written or audio-visual) taking into account diversity and all elements that may ease communication or make it more difficult.
  • Make changes to methods and processes in the area of knowledge in order to provide innovative responses to society's needs and demands.
  • Make systematic reviews of the different documentary sources in psychology to collect, order and classify research data and materials.
  • Recognise and appreciate external assessment of personal actions.
  • Recognise the social dimension of human beings, considering historical and sociocultural factors involved in shaping human psychology.
  • 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.
  • Take account of social, economic and environmental impacts when operating within one's own area of knowledge.
  • Take sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Work in a team.

Learning Outcomes

  1. Analyse a situation and identify its points for improvement.
  2. Analyse and compare concepts and psychosocial processes that show the social dimension of individual behaviour of the person.
  3. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  4. Apply concepts and identify psychosocial processes in analysing the behaviour of the person in connection with their membership in social categories and their social context.
  5. Apply concepts and identify psychosocial processes in analysing the elements that facilitate and hinder social communication.
  6. Apply knowledge, skills and acquired values critically, reflexively and creatively.
  7. Ask questions and give answers about psychosocial concepts and processes explained in class.
  8. Assess how stereotypes and gender roles impact professional practice.
  9. Assess the impact of the difficulties, prejudices and discriminations that actions or projects may involve, in the short or long term, in relation to certain persons or groups.
  10. Communicate in an inclusive manner avoiding the use of sexist or discriminatory language.
  11. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  12. Document concepts and psychosocial processes by finding examples in everyday life.
  13. Identify situations in which a change or improvement is needed.
  14. Identify the main techniques for finding information on documentary sources of social psychology.
  15. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  16. Identify the social, economic and/or environmental implications of academic and professional activities in the area of your knowledge.
  17. Propose new experience-based methods or alternative solutions.
  18. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  19. Propose projects and actions that incorporate the gender perspective.
  20. Propose viable projects and actions to boost social, economic and/or environmental benefits.
  21. Publicly present the analysis and results of psychosocial research.
  22. Recognise and appreciate external assessment of personal actions.
  23. 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.
  24. 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.
  25. Students must be capable of communicating information, ideas, problems and solutions to both specialised and non-specialised audiences.
  26. Using the information collected and classified with previous techniques for playing classical experiences of psychosocial research.
  27. Using the techniques of finding information on documentary sources of social psychology to produce different types of reports and scientific papers.
  28. Weigh up the risks and opportunities of both one's own and other people's proposals for improvement.
  29. Work in a team.

Content

Block I: Governmentality, diversity and inclusion

  • Session 1: The government of subjectivity.

  • Session 2: Discipline and desire.

  • Session 3: Security and critical perspective.

 

Block II: The Government of Identity/Subjectivity and Gender (Un)Equality: the Gender System

  • Session 4: Gender system as a device of power and mental health.

  • Session 5: Social models of gender and psychology for equity and diversity.

  • Session 6: Gender system: systemic violence and policies for equality.

 

Boque III: The government of citizenship and social protection in the contemporary world

  • Session 7: Psychosocial problems of the contemporary world: the care crisis.

  • Session 8: The concept of care: debates, dichotomies, levels, and dimensions notable in its definition.

  • Session 9: Towards social care: ethical issues and another definition of the subject of citizenship.


Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Analysis of practical cases (seminars; small groups) 24 0.96 7, 12, 21, 23, 24, 25
Theoretical classes 13.5 0.54 2, 4, 5, 7
Type: Supervised      
Tutorial 10 0.4 6
Type: Autonomous      
Preparation of group work 25 1 2, 6, 7, 22, 23, 24, 25, 29
Preparation of individual works 12 0.48 2, 6, 24
Reading and analysis of texts 27 1.08 6
Search for documentation 14.5 0.58 14, 26, 27
Study 22 0.88 2, 4, 6

The subject is taught in large groups and in small groups.

Classes in large groups are master classes (conference type), while in small groups it is seminar classes on case studies in which group work will predominate.

Classes in large groups will be held in 1-and-a-half hour sessions, once a week, for 9 weeks (13.5 hours in total).

Classes in small groups will be held in sessions of 2 hours, once a week, for 12 weeks (24 hours in total).

N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.

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
Ev1a Group Report Practical Case 1 15% 0 0 1, 2, 3, 4, 6, 8, 9, 12, 13, 14, 15, 16, 20, 21, 23, 24, 27, 29
Ev1b Contribution to the Case Study 1 forum 5% 0 0 1, 3, 4, 5, 6, 7, 8, 10, 12, 17, 20, 21, 22, 23, 24, 25, 27, 28, 29
Ev2a Group Report Practical Case 2 15% 0 0 1, 2, 3, 4, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 19, 21, 22, 23, 25, 26, 28, 29
Ev2b Contribution to the Case Study 2 forum 5% 0 0 1, 3, 4, 5, 6, 7, 8, 10, 12, 17, 20, 21, 22, 23, 24, 25, 27, 28, 29
Ev3a Group Report Practical Case 3 15% 0 0 1, 4, 5, 6, 8, 11, 12, 13, 16, 17, 18, 20, 21, 22, 23, 24, 28, 29
Ev3b Contribution to the Case Study 2 forum 5% 0 0 1, 3, 4, 5, 6, 7, 8, 10, 12, 17, 20, 21, 22, 23, 24, 25, 27, 28, 29
Ev4 Written test individually, type test 40% 2 0.08 2, 3, 4, 5, 6, 15

To pass the subject, you must obtain an overall grade equal to or higher than 5 (sum of grades proportional to the percentage of each evidence of learning). The subject will be passed if the student achieves an overall mark of more than 5 points.

Subdivisions of a piece of evidence are considered part of the same piece of evidence. In this sense, the subject has four evidences (Ev1, Ev2, Ev3, Ev4). Evidences Ev1-2-3 are divided into two sub-evidences.

The grade of "Not Assessable" shall be given to students who submit less than 2 learning evidences (less than 40% of the total mark).

To opt for re-assessment, students must have competed 3 or 4 evidences throughout continuous assessment and have obtained a final overall grade of between 3.5 and below 5 in this phase. In the re-assessment test, students may have those evidences re-assessed that have previously been assessed as insufficient; these will be analogous to those submitted during the continuous-assessment process. The maximum grade that can be obtained from this re-assessment is 5.

Plagiarism or copying: if this is detected in any of the work submitted (work on case studies or written tests), the assessment grade for that work will be 0. If this occurs more than once, the subject as a whole will be awarded a Fail grade.

No unique final synthesis test for students who enrol for the second time or more is anticipated.

Summary table of learning evidences, including evidence code, name, week of completion and/or delivery, percentage weight, format of presentation (oral, written or both), authorship (individual, collective or both), way of presentation (face-to-face, virtual or both). Depending on the schedule of practical sessions, the week for submittingthe case study may vary. For this reason, two possible delivery weeks appear in case studies 2 and 3.

Code

Name

Week

Weight

Format

Authorship

Presentation

Ev1a

PRACTICAL CASE 1

5

15%

BOTH

COLLECTIVE

BOTH

Ev1b

Forum contribution PRACTICAL CASE 1

1-5

5%

WRITTEN

INDIVIDUAL

VIRTUAL

Ev2a

PRACTICAL CASE 2

10 o 11

15%

BOTH

COLLECTIVE

BOTH

Ev2b

Forum contribution PRACTICAL CASE 2

6-11

5%

WRITTEN

INDIVIDUAL

VIRTUAL

Ev3a

PRACTICAL CASE 3

16 o 17

15%

BOTH

COLLECTIVE

BOTH

Ev3b

Forum contribution PRACTICAL CASE 3

10-17

5%

WRITTEN

INDIVIDUAL

VIRTUAL

Ev4

TEST EXAM

2on assessment period

40%

WRITTEN

INDIVIDUAL

FACE-TO-FACE OR VIRTUAL

Note: Team work is a specific skill worked out in the subject. For this reason, the working groups are randomly created at the beginning of the course and vary in each evidence (Ev1a, Ev2a, Ev3a). The change of group is allowed on specific and justified occasions. 

Single assessment: The single assessment will take place on the same day and place as the examofthe second assessment period of the subject. All the contents of the subject will be evaluated under similar conditions of format and authorship for each learning evidence. For evidence 1, 2 and 3 (practical cases), they will be delivered and/or presented in groups or individually (to be determined), with an individual written question for each, to verify individual learning and a reflection on the contents of the forums of each practical case. Evidence 2, evaluation of oral skills, will be carried out in group o individual format (to be determined). Evidence 4 (written test) will be the same for all students. 

SINGLE ASSESSMENT

Name and description of the evidence

Weight

Duration in hours of the face-to-face activity

Delivery date

Ev1a: Delivery of group or individual report of PRACTICAL CASE 1 + individual written question about the practical case.

15%

Individual written question PRACTICAL CASE 1, 15 minutes



Second evaluation period

Ev1b: Written report about the evaluations in the PRACTICAL CASE 1 forum.

5%

 

Ev2a: Group/Individual Oral Presentation PRACTICAL CASE 2 (face-to-face or recorded presentation or role-playing) + Individual written question about the practical case.

15%

Group/individual presentations PRACTICAL CASE 2, 15 minutes

Individual written question PRACTICAL CASE 2, 15 minutes

Ev2b: Written report about the evaluations in the PRACTICAL CASE 2 forum.

5%

 

Ev3a: Delivery of group or individual report of PRACTICAL CASE 3 + individual written question about the practical case.

15%

Individual written question PRACTICAL CASE 3, 15 minutes

Ev3b: Written report about the evaluations in the PRACTICAL CASE 3 forum.

5%

 

Ev4: WRITTEN TEST

40%

Individual written test, 1 hour.

The retake system will be the same as the continuous assessment.

Link to the assessment guidelines of the faculty: https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html


Bibliography

Readings for thematic block "Governmentality, diversity, and inclusion"

  • Barrio, J., Franco Aguirre, M. J., & Suárez Zárate, D. (2021). Psicología y neoliberalismo: Gobierno de sí y de los otros. Revista de Psicología: (Universidad de Antioquía), 13(2), 1-24.

  • Bhatia, S., & Priya, K. R. (2021). Coloniality and Psychology: From Silencing to Re-Centering Marginalized Voices in Postcolonial Times. Review of General Psychology, 25(4), 422-436. https://doi.org/10.1177/10892680211046507

  • Bogaert, A. F., & Skorska, M. N. (2020). A short review of biological research on the development of sexual orientation. Hormones and Behavior, 119, 104659. https://doi.org/10.1016/j.yhbeh.2019.104659

  • Castillejo, L. A. (2023). El dispositivo fitness en el salutismo posfeminista: Discursos de empoderamiento femenino a través del disciplinamiento corporal. Astrolabio. Nueva Época, 31, 4-4. https://doi.org/10.55441/1668.7515.n31.38954

  • Donovan, B., & Nehm, R. H. (2020). Genetics and Identity. Science & Education, 29(6), 1451-1458. https://doi.org/10.1007/s11191-020-00180-0

  • Gorricho Miguel, D., & Loredo Narciandi, J. C. (2023). Una aproximación al giro psicológico del penitenciarismo español contemporáneo: El programa de intervención para agresores de violencia de género en medidas alternativas. Revista de historia de la psicología, 44(3), 2-10.

  • Medina Cárdenas, O. (2019). El gobierno de la felicidad. Análisis de los discursos de autoayuda de la Psicología Positiva. Quaderns de psicologia. International journal of psychology, 21(1), e1481-e1481. https://doi.org/10.5565/rev/qpsicologia.1481

  • Moro Abadía, O. (2003). ¿Qué es un dispositivo? Empiria. Revista de metodología de ciencias sociales, 0(6), 29. https://doi.org/10.5944/empiria.6.2003.933

  • Musolino, E. A., O’Connor, B. P., & Cioe, J. D. (2022). Bigger isn’t always better: An exploration of social perception bias against high levels of muscularity in women. The Journal of Social Psychology, 162(5), 523-539. https://doi.org/10.1080/00224545.2021.1927943

  • Nuzzo, J. L. (2023). Narrative Review of Sex Differences in Muscle Strength, Endurance, Activation, Size, Fiber Type, and Strength Training Participation Rates, Preferences, Motivations, Injuries, and Neuromuscular Adaptations. The Journal of Strength & Conditioning Research, 37(2), 494. https://doi.org/10.1519/JSC.0000000000004329

  • Ocampo Alvarado, J. C. (2019). Sobre lo “neuro” en la neuroeducación: De la psicologización a la neurologización de la escuela. Sophía, 26, 141-169. https://doi.org/10.17163/soph.n26.2019.04

  • Pavón-Cuéllar, D. (2019). Psicología crítica: Definición, antecedentes, historia y actualidad. Universidad Michoacana de San Nicolás de Hidalgo.

  • Porras Velásquez, N. R. (2017). Relaciones de poder y subjetividades laborales: Una reflexión desde la perspectiva de Foucault. Revista Iberoamericana de Psicología: Ciencia y Tecnología, 10(1), 93-101.

  • Rey, R. A. (2022). Are We Prepared to Abandon the Idea of Sex Binarism? A Biomedical Perspective. Biomedicine Hub, 7(1), 48-54. https://doi.org/10.1159/000522409

  • Ritz, S. A., & Greaves, L. (2022). Transcending the Male–Female Binary in Biomedical Research: Constellations, Heterogeneity, and Mechanism When Considering Sex and Gender. International Journal of Environmental Research and Public Health, 19(7), Article 7. https://doi.org/10.3390/ijerph19074083

  • Rubio-González, J., & Véliz, D. (2020). Fetichización del estatus científico de la psicología como velación de su componente ideológico y dispositivo socio-político. Teoría y Crítica de la Psicología, 14, 1-23.

  • Salum, J. E., Stolkiner, A., & D’Agostino, A. M. E. (2021). Consideraciones metodológicas para el estudio de los dispositivos en el campo de la salud mental. Heterotopías, 4(7), Article 7.

  • Zahid, S., Kumari, U., & Khan, A. (2024). The dark side of social media: The emergence of Snapchat Dysmorphiasyndrome. International Journalof Surgery: Global Health, 7(2), e0410. https://doi.org/10.1097/GH9.0000000000000410

 

Readings for thematic block "The Government of Identity/Subjectivity and Gender (Un)Equality: the Gender System"

  • Amigot Leache, P. (2022). Género, poder y violencia. Un enfoque intersubjetivo. Política y Sociedad, 59(1), e72354. https://doi.org/10.5209/poso.72354

  • Caponi, S. (2022). Gestión psicofarmacológica de la feminidad: Antipsicóticos para mujeres insumisas. Resistances. Journal of the Philosophy of History, 3(6), e21094. https://doi.org/10.46652/resistances.v3i6.94

  • Caponi, S., Martínez Sevilla, J. ez, & Hummel do Amaral, L. (2023). El sesgo de género en el discurso y en las intervenciones psiquiátricas. Revista Estudos Feministas, 31(1), e93055. https://doi.org/10.1590/1806-9584-2023v31n193055

  • Climent, M. T., & Carmona, M. (Ed.). (2018). Transpsiquiatría. Abordajes Queer en Salud Mental. Asociación Española de Neuropsiquiatría.

  • García Dauder, S. (2020). La teoría crítica feminista como correctivo epistémico en psicología. Atlánticas. Revista Internacional de Estudios Feministas, 4(1), 117-150. https://doi.org/10.17979/arief.2019.4.1.4843

  • Guzmán Martínez, G.,Pujal I Llombart, M., Mora Malo, E., & García Dauder, D. (2021). Antecedentes feministas de los grupos de apoyo mutuo en el movimiento loco: Un análisis histórico-crítico. Salud Colectiva, 17, e3274. https://doi.org/10.18294/sc.2021.3274

  • Iturbide, R., Amigot, P., & Covas, S. (2021). Experiencias de mujeres en procesos de separación y divorcio. Un estudio cualitativo sobre dinámicas de poder masculino y violencias naturalizadas. Gobierno de Navarra / Instituto Navarro para la Igualdad.

  • Pérez Pérez, B., Pujal I Llombart, M., & Mora, E. (2022). Los derechos humanos y el poder psiquiátrico en disputa: ¿Hacia una radicalización de la democracia? Direito e Práxis, 1-33. https://doi.org/10.1590/2179-8966/2022/65459e

  • Pujal I Llombart, M., Calatayud, M., & Amigot, P. (2020). Subjetividad, desigualdad social y malestares de género: Una relectura del DSM-V. Revista Internacional de Sociología, 78(2), 155. https://doi.org/10.3989/ris.2020.78.2.18.113

  • Velasco Arias, S. (2008). Recomendaciones parala práctica del enfoque de género en programas de salud (978-84-691-4607-1; p. 46). Observatorio de Salud de la Mujer Dirección General de la Agencia de Calidad del Sistema Nacional de Salud Secretaría General de Sanidad Ministerio de Sanidad y Consumo. 

 

Readings for thematic block "The government of citizens and social protection in the contemporary world"

  • Carmona Galllego, Diego. (2019). La resignificación de la noción de cuidado desde los feminismos de los años 60y 70. En-claves del pensamiento, 13 (25), 104-127.

  • Carrasco, Cristina; Borderías, Cristina y Torns, Teresa. (2011). Introducción. El trabajo de cuidados: Antecedentes históricos y debates actuales. En El trabajo de cuidados. Historia, teoría y políticas. (p. 97-126). Catarata.

  • Carrasquer Oto, Pilar. (2020). El redescubrimiento del trabajo de cuidados. Algunas reflexiones desde la sociología. En Feminismos y sindicatos en Iberoamérica. CLACSO.

  • Ciccia; Rossella; Sainsbury, Diane, & and Diane Sainsbur. (2018). Gendering welfare state analysis: Tensions between care and paid work. European Journal of Politics and Gender, 1 (2), 93-109.

  • Crespo, Eduardo; fernández Villanueva, Concepción; Devillard, Ma José. (2024). La economía plateada: Un dispositivo productor de subjetividad y prácticas neoliberales. Dossieres EsF, 53, 22-31.

  • Daly, Mary; Lewis, Jane. (2000). The concept of social care and the analysis of contemporary welfare states. British Journal of Sociology. British Journal of Sociology, 51, 281-298.

  • Durán heras, María Ángeles. (2018). La riqueza invisible del cuidado. V. Universitat de València.

  • Esping-Andersen, Gosta. (1993). Los tres mundos del estado del bienestar. Alfons El Magnànim, IVEI.

  • Ezquerra, Sandra; De Eguia Huerta, Maria. (2020). «¿Redistribución de los cuidados? El papel de la familia, el mercado y las políticas públicas en Catalunya. Política y Sociedad, 57 (3), 769-795.

  • Ezquerra, Sandra; Pla, Margarida; Cantillo, Manoli. (2016). Resistencias y retos ante la desfamiliarización del cuidado de las personas mayores. En Edades en transición. Envejecer en el siglo XXI Edades, condiciones de vida, participación e incorporación tecnológica en el cambio de época (p. 201-227). Planeta.

  • Fernández Villanueva, Concepción; Artiaga Leiras, Alba; Dávila de León, Ma Celeste. (2013). Cuidados, género y transformación de identidades. Cuadernos de Relaciones Laborales, 31, 1, 57-89.

  • García Selgas, Fernando; Martín Palomo, María Teresa. (2021). Repensar los cuidados: De las prácticas a la ontopolítica. RIS, Revista Internacional de Sociología, 79 (3). https://doi.org///doi.org/10.3989/ris.2021.79.3.20.68

  • Hoschild, Arlie Russell. (2001). Las cadenas mundiales de afecto y asistencia y la plusvalía emocional. En En el límite: La vida en el capitalismo global. Tusquets.

  • Legarreta Iza, Matxalen. (2017). Notas sobre la crisis de cuidados: Distribución social, moralización del tiempo y reciprocidad del tiempo donado en el ámbito doméstico-familiar. Arbor. Ciencia, pensamiento y cultura, 193. https://doi.org/10.3989/arbor.2017.784n2004

  • Molinier, Pascale; Legarreta, Matxalen. (2016). Subjetividad y materialidad del cuidado: Ética, trabajo y proyecto político. Papeles del CEIC, 2016/1.

  • Paiva, Vera. (2018). La dimensión psicosocial del cuidado. En Prevención, promocióny cuidado: Enfoques de vulnerabilidad y derechos humanos (p. 65-110). Teseopress.

  • Pérez Orozco, Amaia. (2014). Del trabajo doméstico al trabajo de cuidados. En Con voz propia: La economía feminista como apuesta teórica y política (p. 49-74). Viento Sur.

  • Pie Balaguer, Asun. (2019). La insurrección de la vulnerabilidad. Para una pedagogía de los cuidados y la resistencia. Edicions de la Universitat de Barcelona.

  • Thomas, Carol. (1993). De-constructing concepts of care. Sociology, 27 (4), 649-669.

  • Thomas, Carol. (2019). Times Change, but Things Remain the Same. Disability and Society, 34 (7-8), 1040-1041.

  • Torns, Teresa. (2012). El trabajo de cuidados: Un camino para repensar el benestar. Papeles de relaciones ecosociales y cambio global, 119, 93-101.

  • Vega Solís, Cristina. (2009). Culturas del cuidado en transición: Espacios, sujetos e imaginarios en una sociedad de migración. Editorial UOC.

  • Vega Solís, Cristina; Martínez Buján, Raquel. (2017). Explorando el lugar de lo comunitario en los estudiosde género sobre sostenibilidad, reproducción y cuidados. Quaderns-e de l’Institut Català d’Antropologia, 22 (2), 65-81.

  • Verges Bosch, Núria. (2022). Què està passant amb les cures a Catalunya? Reptes i possibilitats d’acció política en perspectiva feminista. Eines per a l’esquerra nacional, 44, 68-79.  


Software

This subject encourages the use of free software for ethical and political reasons. We recommend that students use free operating systems.


Language list

Name Group Language Semester Turn
(SEM) Seminars 111 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 112 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 113 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 114 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 211 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 212 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 213 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 214 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 311 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 312 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 313 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 314 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 511 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 512 Catalan/Spanish second semester morning-mixed
(SEM) Seminars 513 Catalan/Spanish second semester morning-mixed
(TE) Theory 1 Catalan/Spanish second semester morning-mixed
(TE) Theory 5 Catalan/Spanish second semester morning-mixed