This version of the course guide is provisional until the period for editing the new course guides ends.

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Anthropology of Spanish Peoples

Code: 101243 ECTS Credits: 6
2025/2026
Degree Type Year
Social and Cultural Anthropology OB 3

Contact

Name:
Maria Montserrat Clua Faine
Email:
montserrat.clua@uab.cat

Teaching groups languages

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


Prerequisites

This subject has no pre-requisites, but in order to take it, it is recommended that the student should previously have realized basic anthropology degree subjects. The subject will be taught in Catalan language.


Objectives and Contextualisation

This compulsory subject is part of the "Ethnographic knowledge" subject. It is taught in the first semester of the 3rd year of the anthropology degree and continues the training process of knowledge and fundamental skills of the grade's students.

The general objective is to provide a panoramic understanding of ethnological studies in the area of the Spanish State, both as a setting and as an ethnographic subject, in its regional, historical, and comparative dimensions, through the examination of prominent anthropologists, works, and themes. Additionally, it aims to foster a critical perspective towards how anthropology has been conducted in Spain and about Spain, considering the relationship with the historical and political local and global context.

The course is designed to provide students with theoretical and ethnographic knowledge, skills and tools for research and professional practice in anthropology in Spain.


Competences

  • Act with ethical responsibility and respect for fundamental rights and duties, diversity and democratic values.
  • Apprehending cultural diversity through ethnography and critically assessing ethnographic materials as knowledge of local contexts and as a proposal of theoretical models.
  • 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.
  • 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 sex- or gender-based inequalities into consideration when operating within one's own area of knowledge.
  • Use digital tools and critically interpret specific documentary sources.
  • Using the discipline's ethnographic and theoretical corpus with analytical and synthesis skills.

Learning Outcomes

  1. Analyse the sex- or gender-based inequalities and the gender biases present in one's own area of knowledge.
  2. Analysing the complementarity and incongruities of several ethnographic reports from the same area.
  3. Applying the anthropological concepts to the comprehension of intercultural relationships in regional ethnographic contexts.
  4. Applying the knowledge of cultural variability and its genesis to avoid ethnocentric projections.
  5. Apprehending cultural diversity through ethnography and critically assessing ethnographic materials as local context knowledge.
  6. Assess the reliability of sources, select important data and cross-check information.
  7. Assessing critically the explicit and implicit theoretical models in the ethnographic materials.
  8. Assessing the positive and negative aspects of the dialectic between specific ethnographics and comparisons of transcultural scope.
  9. Carry out ethical use of the information especially when it is of a personal nature.
  10. Communicate using language that is not sexist or discriminatory.
  11. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  12. Critically assessing ethnographic materials as a proposal for theoretical models.
  13. Critically identify and compose a basic bibliography for the field opf study.
  14. Effectively working in teams and respecting different opinions.
  15. Express ideas with a specific vocabulary appropriate to the discipline.
  16. Identify main and secondary ideas and express them with linguistic correctness.
  17. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  18. Identifying the sociocultural variability in specific ethnographic contexts.
  19. Identifying the sociocultural variability through ethnographic texts and audiovisual resources.
  20. Identifying the transcultural variability of economic, kinship, political, symbolic and cognitive, educational and gender systems as well as their corresponding anthropological theory.
  21. Integrating holistically the progress from the classical fields of Anthropology.
  22. Interpreting the cultural diversity through ethnography.
  23. Plan work effectively, individually or in groups, in order to fulfil the planned objectives.
  24. Summarising acquired knowledge about the origin and transformations experienced in the several fields of anthropology.
  25. Using suitable terminology when drawing up an academic text.
  26. 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

  1. Introduction to the study object: Anthropology of the Peoples of Spain
  2. The History in/and of Spanish Anthropology
  3. From folklore to the study of cultural heritage
  4. Beliefs, religion, and rituals
  5. Economic systems and forms of production and redistribution
  6. Social organization, gender, and kinship structures
  7. Political organization and forms of authority and power
  8. Identities, groups, and interethnic relations

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Seminars for discussing texts or audio-visual materials 12 0.48
Theroetical class and practices 38 1.52
Type: Supervised      
Invididual and group tutorials 2 0.08
Visiting museums 6 0.24
Type: Autonomous      
Readings 18 0.72
Study and personal work 30 1.2
Works 30 1.2

The protagonist in the teaching-learning process is the student.  Completing the course requires active involvement in learning and responsibility throughout the process: independent work outside the classroom, self-regulation, active listening skills, and respectful participation in the classroom.

Students should consider that the Campus Virtual (CV) is the official communication space for the course. They are responsible for accessing the CV and have their email updated to stay attentive to the news and information posted during the procedure.

The methodology involves continuous work through:

- Study and personal work: information search, expanding the syllabus, comprehensive reading of required texts, creating outlines, concept maps, and summaries of materials covered in and outside class.

- Theoretical and practical classes led by the professor: lectures, flipped class and use of audiovisual materials.

- Discussion seminars for texts: debate sessions and individual or group participation, in the classroom, on compulsory readings.

- Field trips: scheduled visits to museums, spaces, or exhibitions related to the course content.

- Preparation and presentation of assignments: information search, development, writing, and presentation of tasks; creating posters and public presentation of assignments.

TUTORING: Personalized student support in the professor's office (or via videoconference in previously justified and consensual cases), individually or in groups. Office hours will be specified by the professor in class on the first day and will be informed on the CV.

COMMUNICATION WITH THE PROFESSOR: Through the CV's email.

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
Discussion seminar of compulsory readings 20% 9 0.36 2, 1, 4, 3, 12, 7, 10, 15, 13, 18, 20, 16, 17, 22, 23, 24, 14, 6
Participation Module 10% 3 0.12 11, 2, 1, 4, 3, 5, 12, 7, 8, 10, 15, 9, 13, 19, 18, 20, 16, 17, 21, 22, 23, 24, 14, 6, 26
Works module 40% 0 0 2, 1, 4, 3, 5, 12, 7, 8, 10, 15, 25, 9, 13, 19, 18, 20, 16, 17, 21, 22, 23, 24, 14, 6, 26
Written Tests Module 30% 2 0.08 11, 2, 4, 3, 5, 12, 7, 8, 10, 15, 19, 18, 20, 16, 17, 21, 22, 24

HOW THE ASSESSMENT SYSTEM WORKS:

At the beginning of the course, a schedule will be provided with the due dates for midterm and final assignments, a discussion of required readings, planned dates for museum visits, and the exam date. A list of required readings will also be provided, which will be available in PDF format on the Virtual Campus.

At the time of each assessment activity, the professor will inform students (in class and through the Virtual Campus) of the procedure and the date for grade review.

CONTINUOUS ASSESSMENT:

Course assessment is understood as a continuous and progressive process that takes place throughout the academic year, through various assessment activities:

- Exam (30% of the final grade. It is necessary to pass the exam to calculate the average with the remaining grades): written exam covering all the content covered during the course, both inside and outside of class.

- Project (40% of the final grade): Group work on a topic chosen by the students in the group. The project includes a theoretical component (reading and analysis of an ethnographic text) and a practical component (observation and interview). It will be presented as a written project and a poster, which will be publicly displayed in the Faculty at the end of the course.

The project includes several partial submissions, and it is essential that the groups attend tutorials in the office indicated by the professor to ensure a good choice of topic and ethnographic material, as well as the correct development of the ethnographic component. The final grade for the project will be individualized, taking into account both the group work and the individual evidence of each student's progress in completing the project, which includes attendance at group tutorials and the public presentation of the poster.

- Reading Seminar (20% of the final grade): Classroom discussion of required readings. Evidence of participation will be the sum of the written contributions submitted at home and those made during the seminar.

- Classroom participation (10% of the final grade. This module is non-recoverable): practical activities (debates, watching videos, exercises, etc.) inside and/or outside the classroom. Evidence of participation will be the written contributions resulting from the activities. At the same time, voluntary trips to museums will be scheduled, which may complement or improve the participation grade.

If a student wishes to participate in the continuous assessment but has justified reasons preventing them from regularly attending classroom activities, they must inform the instructor at the beginning of the course so that an alternative method of assessing their participation can be found.

SINGLE ASSESSMENT:

- Written exam (30% of the final grade. You must pass the exam to complete the mitjana with the subtraction of marks): written exam on the entire content worked inside and outside the classroom.

- Work (40% of the final grade): Elaboration of individual or group work on a topic selected by the students. The work includes a theoretical part (reading and analysis of an ethnographic text) and a practical part (an observation and an interview), and is presented in the form of a written work and in poster format, which will be publicly exhibited at the Faculty at the end of the course. It is essential to have at least one tutoring session with the professor per veure if it is possible to do it in a group or to adapt it to it individually, as well as to ensure a good choice of the topic, the ethnography chosen and the ethnographic part, since there will be no evaluation of partial lliuraments aside from the lliurament of the final work.

- Oral exam on the obligatory lectures (30% final grade).

RECOVERY PROCEDURE:

In order to be evaluable for the subject, the student must have prior evaluation of the exam and the work (CONTINUOUS ASSESSMENT) or complete all the tests planned on the day indicated by the professor (SINGLE ASSESSMENT).

To pass the subject, you must obtain a minimum final grade of 5, resulting from the average of the grades of each module according to the percentage, but to pass the exam with a minimum grade of 5 by combining the subtraction of grades.

If the student is evaluable but does not pass the exam or the test, he or she can recover in the recovery period. The recovery will consist of an examination of the suspended part. The participation is not recoverable.

Students who complete the criteria for being evaluable and have obtained a minimum final grade of 3.5 may be eligible for recovery.

In the case of a single assessment, the same recovery system will be applied for continuous evaluation.

In the event of a student committing any irregularity that may lead to 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 subject allows the use of AI technologies exclusively for support tasks such as text correction or translations. The student must clearly (i) identify which parts have been generated using AI technology; (ii) specify the tools used; and (iii) include a critical reflection on how these have influenced the process and final outcome of the activity. Lack of transparency regarding the use of AI in the assessed activity will be considered academic dishonesty; the corresponding grade may be lowered, or the work may even be awarded a zero. In cases of greater infringement, more serious action may be taken.

Those evaluations that have irregularities (copying, misuseof AI, etc.) are not recoverable.

CONDITIONS FOR "NOT EVALUABLE" QUALIFICATION:

Students will obtain a Not assessed/Not submitted course grade unless they have submitted the work and participated in the examination.
Absence or late submission of evaluation activities without duly justified and documented reasons means those activities will not be evaluated. Evaluation evidence that does not adhere to the formatting standards of the assignment guidelines and rubrics will not be accepted.


Bibliography

GENERAL BIBLOGRAPHY:

AGUILAR, Encarnación, FEIXA, Carles & MELIS, Ana: "Tradiciones y escenarios actuales de la Antropología en España", Sociedad Española de Antropología, Zaragoza, 1996.

AGUIRRE, Angel: La Antropología Cultural en España, Barcelona: P.P.U, 1986.

ANTA, José Luis: Segmenta antropológica. Un debate crítico con la antropología social española, Granada: Universidad de Granada, 2007.

CALVO, Lluís.: Historia de la Antropología en Cataluña, Madrid: CSIC, 1997.

CARO BAROJA, Julio: Los pueblos de España, V.1 i 2, Madrid: Alianza ed., 2003 [1946].

CÁTEDRA, María: Los españoles vistos por los antropólogos, Gijón: Júcar, 1995.

ESCANDELL, N. & TERRADAS, I. (compl.): Història i antropologia en la memòria d'Àngel Palerm, Montserrat: Publicacions de l'Abadia de Montserrat, 1984.

FERNANDEZ DE ROTA Y MONTER, José Antonio (dir.): Las Diferentes Caras de España. Perspectivas de antropólogos extranjeros y españoles, La Coruña: Universidade da Coruña, 1996.

FERNÁNDEZ MONTES,Matilde (coord.): Etnología de las Comunidades Autónomas, Madrid: CSIC, 1996.

GONZÁLEZ, Aurora & MOLINA, José Luis: Abriendo surcos en la tierra, Bellaterra: Publicacions de la UAB, 2003.

LISÓN, Carmelo: Temas de Antropología española, Madrid: Akal, 1976.

LISÓN, C.: "Sobre antropología y antropólogos españoles", Anales de la Fundación Joaquín Costa, nº 10, 1993:237-250.

MONCÓ REBOLLO, Beatriz: "Culturas en España", en Kottak, Una exploración de la diversidad humana con temas de la cultura hispana, McGrall-Hill, 2000 (6ª edició).

NAROTZKY, Susana: La antropología de los pueblos de España. Historia, cultura y lugar, Barcelona: Icària, 2001.

ORTIZ,  Carmen: Mujeres y ciencia en España. Antropólogas entre la Seguna República y el franquismo, Madrid: CSIC, 2023.

 ORTIZ, Carmen & SÁNCHEZ, Luis Ángel (ed.): Diccionario Histórico de la Antropología Española, Madrid: CSIC, 1994.

PENA CASTRO, María Jesús, HERNÁNDEZ CORROCHANO, Elena, TÉLLEZ INFANTES, Anastasia (eds.) (2023), Maestras de la Antropología en España. Una aproximación a través del relato de vida, Granada: Editorial Comares.

PITT-RIVERS, Julian: "Los estereotipos y la realidad acerca de los españoles", en Cátedra, M. (ed.) (1991) Los Españoles vistos por los antropólogos. Serie Antropología. Júcar Universidad. Pp. 31-43.

PENA, María Jesús; HÉRNANDEZ, Elena & TÉLLEZ, Anastasia (eds.): Maestras de la antropología en España: una aproximación a través del relato de vida. Albolote, Granada: Editorial Comares, 2023.

PONS et alt.: Perspectivas de la Antropología Española, Madrid: Akal,1978.

PRAT, Joan (2023), La vieja guardia de la antropologia feminista, Tarragona: Publicacions URV.

PRAT, Joan (coord.): "Investigadores e investigados: Literatura antropológica en España desde 1954", edició especial de l'Arxiu d'Etnografia de Catalunya, ITA: Tarragona, 1999.

PRAT, Joan & MARTÍNEZ, Angel: Ensayos de Antropología Cultural. Homenaje a Claudi Esteva Fabregat, Barcelona: Ariel, 1996.

PRAT et alt.: Antropología de los pueblos de España, Madrid: Taurus, 1991.

RONZÓN, Elena: Antropología y antropologías. Ideas para una historia crítica de la antropología española. Oviedo: Pentalfa Ediciones, 1991.

SANMARTIN, Ricardo (coord.): Antropología sin fronteras. Ensayos en honor a Carmelo Lisón, Madrid: CIS, 1994.

VVAA: Iberian Identity, California: U.P., 1990.

VVAA: Spanish Cultural Studies, Oxford University Press, 1995.

 

THEMATIC ETHNOGRAPHIES:

* From folklore to the study of cultural heritage

- DELGADO, M., MARTÍNEZ, R.,MARTIN S,ROCA, J. (2021), ¡Que no ens toquin els bous! Les festes de bous a les Terres de l’Ebre, entre la identitat i el conflicte, Barcelona: Bellaterra

- BODÍ RAMIRO, Julio (2018), De ferralla a patrimoni. El procés de patrimonialització industrial de les antigues instal·lacions sideromatal·lúrgiques de Port de Sagunt (1984-2014) València: Institució Alfons El Magnànim.

- FÀGREGAS OLVERAS, Bernat (coord,), (2018) Entre el celler i la taverna. Un recorregut per les bodegues de barri de la ciutat de Barcelona, Barcelona: Generalitat de Catalunya.

- CONTIJOCH, Marta & FABRÉ, Helena (eds.) (2017), La ciutat de les fogueres. Els focs de Sant Joan i la cultura popular infantil de carrer a Barcelona, Barcelona: Editorial Pol·len.

- ALONSO GONZÁLEZ, Pablo. El antipatrimonio: fetichismo y dominación en Maragatería. Madrid: Editorial CSIC, 2017.

- ANTEBI, Andrés & PUJOL, Adrià (2008), Entre el poder i la màscara. Una etnohistòria del Carnestoltes a Barcelona, Barcelona: Generalitat de Catalunya.

- BESTARD, Joan (ed.) (2006): Les Porteries a Barcelona: entre l'espai públic i l'espai privat, Barcelona: Generalitat de Catalunya, Departament de Cultura.

* Historical Anthropology and oral memories

- CONDE, David, MARIANO, Lorenzo, SAMPEDRO, José Carlos (2023), La comida de los años de posguerra, Barcelona: Editorial Crítica.

- MORENO ANDRÉS, Jorge (2018), El duelo revelado: la vida social de las fotografías familiares de las víctimas del franquismo, Madrid: CSIC.

- ARICÓ, Giuseppe,MANSILLA, José A. & STANCHIERI, Marco Luca (coords.) (2016), Barrios corsarios. Memoria histórica,luchas urbanas y cambio social en los márgenes de la ciudadneoliberal, Barcelona: Editorial Pol·len.

- FERRÁNDIZ MARTÍN, Francisco (2014); El pasado bajo tierra: exhumaciones contemporáneas de la Guerra Civil, Barcelona: Anthropos.

- DELGADO, M., PADULLÉS, J. & HORTA, G. (dirs.) (2012), Lluites secretes. Testimonis de la clandestinitat franquista, Barcelona: Publicacions de la Universitat de Barcelona.

- SANTAMARINA CAMPOS, Beatriz (2009): Llàgrimes vora mar: guerra, postguerra i riuada al Cabanyal (1936-1957) a través de la memoria, València: Universitat de València

--- (2010) Hijos del mar, hijos de la tierra: historias de vida del Cabanyal-Canyamelar, Alzira, Valencia: Germania.

- AYATS, Jaume (2008): Cantar a la fàbrica, cantar al ‘coro’: Els cors obrers a la conca del Ter mitjà, Vic: Eumo editorial.

- HORTA, Gerard (2001), De la mística a les barricades. Introducció a l’espiritisme català del XIX dins el context ocultista europeu, Barcelona: Editorial Proa.

- CASERO, Estrella (2000), La España que bailó con Franco, Madrid: Nuevas Estructuras.

- CHRISTIAN, Bill (1997): Las visiones de Ezkioga. La Segunda República y el Reino de Cristo, Barcelona: Ariel.

- COMAS D’ARGEMIR, Dolors et alt. (1990): Vides de dona. Treball, família i sociabilitat entre les dones de classes populars, 1900-1960, Barcelona: Serveis de Cultura Popular- Editorial Alta-Fulla.

- PORQUERES I GENÉ, Enric (2001): L'endogàmia dels Xuetes de Mallorca. Identitat i matrimoni en una comunitat de conversos (1435-1750), Lleonar Muntaner, Palma de Mallorca.

* Economic systems and forms of productionand redistribution

- FRANQUESA, Jaume (2023): Molinos y gegantes. La lucha por la dignidad, la soberanía energètica y la transición ecològica, Madrid: Errata naturae editores.

- MARIANO, Lorenzo; RIVERO, Borja; CONDE, David (eds.) (2023), Antropología de la soledad. Teorías y etnografías contemporáneas. Editorial: Tirant lo Blanch, València.

- CONTIJOCH, Marta i ESPINOSA, Horacio (eds.) (2019), Manters. Morabitisme i comerç informal als carrers de Barcelona, Barcelona: editorial Bellaterra.

- ROBERTSON, A.F. (2016), Regeneració rural a Catalunya. Mieres des dels anys 80 del segle XX, Barcelona: Editorial Pol·len.

- FRANQUESA, Jaume (2010), Sa Calatrava Mon Amour. Etnografia d’un barri atrapat en la Geografia de la capital, Palma: Documenta Balear

- PUJADAS, J.J., SORONELLAS, M. & CASAL, G. (2007), Cada casa és un món: família, economia i arquitectura a la Cerdanya, Barcelona: Generalitat de Catalunya. Departament de Cultura i Mitjans de Comunicació.

- FRIGOLÉ, Joan (2005), Dones que anaven pel món: estudi etnogràficde les trementinaires de la vall de la Vansa i Tuixent (Alt Urgell), Barcelona: Generalitat de Catalunya, Departament de Cultura

- MARTÍNEZ VEIGA, Ubaldo (2004), Trabajadores invisibles: precariedad, rotación y pobreza de la inmigración en España, Madrid: Los Libros de la Catarata.

- SOLÀ i MAS, Jordi (2003), La muntanya oblidada: economia tradicional, desenvolupament rural i patrimoni etnològic al Montsec, Barcelona: Generalitat de Catalunya.

- ESTRADA I BONELL, Ferran (1998), Les cases pageses al Pla d'Urgell: família, residència, terra i treball durant els segles XIX i XX,Lleida: Pagès editors.

- BARRERA, Andrés (1990): Casa, herencia yfamilia en la Cataluña rural. Lógica de la razón doméstica, Madrid: Alianza Universidad.

- MARTINEZ VEIGA, Ubaldo (1989): El otro desempleo. La economía sumergida, Barcelona: Cuadernos Anthropos.

- CÁTEDRA, María (1989): La vida y el mundo de los Vaqueiros de Alzada, Madrid: Centro de Investigaciones Sociológicas.

- MÉNDEZ, Lourdes (1988): "Cousas de mulleres": campesinas, poder y vida cotidiana: Lugo 1940-1980, Barcelona: Anthropos.

- ITURRA, Raul (1988): Antropología económica de la Galicia rural, Xunta de Galicia.

- MARTÍNEZ VEIGA, Ubaldo (1985): La ecología cultural de una población de agricultores, Barcelona: Mitre.

- CÁTEDRA, Maria (1979): Vaqueiros y pescadores. Dos modos de vida, Madrid: Akal

- TERRADAS, Ignasi (1979): Les Colònies industrials, Barcelona: Laia.

- MIRA, Joan Francesc (1974): Un Estudi d'antropologia social al País Valencià: els pobles de Vallalta i Miralcamp, Barcelona: Edicions 62.

-MORENO, Isidoro (1972), Propiedad, clases sociales y hermandades en la Baja Andalucía: la estructura social de un pueblo del Aljarafe, Madrid: Siglo XXI de España editores.

- ACEVES, Joseph (1971) Cambio social en un pueblo andaluz, Barcelona: Barral, 1973.

- PITT-RIVERS, Julian (1954): Un pueblo de la Sierra: Grazalema, Madrid: Alianza Universidad, 1989.

* Social organization, gender, and kinship structures

- VIGO, Marta (2023):Que em portin al circ! La figura de les dones i les dissidències barbudes, editorial Manifest Llibres. Primer Premi ICA 2023.

- GUILLO, Miren (2023) Sangre y resistencia. Politicas y culturas alternativas a la menstruación, Manresa: Bellaterra Editorial.

- FERRERO, Raquel, COLOMINA, Clara (2021) Fadrines: el procés de no casar-se en la societat tradicional valenciana, València: Museu Etnològic de Valencia.

- MARTIN, Sarai (2021), Singles, una aproximación a las fiestas para “solteros”, Barcelona: Editoral Bellaterra.

- ENGUIX GRAU, Begonya (2019) Orgullo, protesta, negocio y otras derivas LGBT, Madrid: Doce calles.

- NUÑEZ GALVAN, Laura (2015), Llevadores casolanes del segle XX. Pràctiques, coneixements i vivències d´un ofici. Bellaterra: Edicions Bellaterra. Pròleg a càrrec de Dolores Juliano

- SOLER, Elena (2011), Lactancia y parentesco. Una mirada antropológica, Anthropos.

- SORONELLAS MASDEU, Montserrat (coord.) (2010), Familias en la migración. Emociones, solidaridades y obligaciones en el espacio transnacional, Barcelona: Icària editorial.

- RODRÍGUEZ, Dan (2004), Migración y mestizaje hoy. Formación de matrimonios mixtos y familias transnacionales de población africana en Cataluña, Barcelona: Publicacions UAB.

- JULIANO, Dolores (2004): Excluidas y marginales: una aproximación antropológica, Madrid: Cátedra.

- MEDEIROS, Regina de Paula (2000): Hablan las putas. Fantasías y realidad en la prostitución: SIDA, prácticas sexuales y uso de preservativos, Barcelona: Virus.

- JULIANO, Dolores (1992): El juego de las astucias. Mujer y poder social alternativo, Barcelona: Ediciones LaSal.

- BARRERA, Andrés (1990), Casa, herencia y familia en laCataluña rural. Lógica de la razón doméstica, Madrid: Alianza Universidad.

- BESTARD, Joan (1986), Casa y familia. Parentesco y reproducción doméstica en Formentera, Palma de Mallorca: Institut d’Estudis Baleàrics.

- FRIGOLÉ, Joan (1984): "Llevarse la novia": matrimonios consuetudinarios en Murcia y Andalucía, Bellaterra: UAB.

- BRANDES, Stanley (1980): Metáforas de la masculinidad: sexo y estatus en el folklore andaluz, Madrid: Taurus, 1991.

- BRANDES, Stanley (1975), Migración, parentesco y comunidad. Tradición y cambio social en un pueblo castellano, Madrid: CSIC, 2017.

* Political organization and forms of authority and power 

- MANSILLA, José (2023), Los años de la discòrdia. Del Modelo a la Marca Barcelona, Apostroph, Edicions i Propostes Culturals, S.L.

- ORTEGA BOTELLA, Diego (2020) Ciudadanos a pedales. El laberinto de la movilidad, València: Institució Alfons El Magnànim.

- PORTELLI, Stefano (2016), La Ciutat Horitzontal. Urbanisme i resistència en un barri de casesbarates de Barcelona, Barcelona: Generalitat de Catalunya.

- ROMANÍ, Oriol (2015 [1983]), A tumba abierta. Autobiografia de un grifota, Barcelona: Libros de Ítaca.

- URLA, Jacqueline (2012), Reclaming Basque. Language, Nation, and Cultural Activism, Reno: University of Nevada Press.

- URIBE I VILARRODONA, Joan (2011): El costat fosc: diari de camp d’un cotxe patrulla dels mossos d’esquadra, Barcelona: Cossetània edicions.

- ALLAND, Alexander & ALLAND, Sonia (2011): Catalunya. One nation, two states: un estudi etnogràfic de la resistència no violenta a l'assimilació, Barcelona: Pol·len, 2011

- GONZÁLEZ ABRISKETA, Olatz (2005): Pelota vasca:un ritual, una estètica. Bilbao, Muelle de Uribitarte Editores.

- LLOBERA, Josep Ramón (2003): De Catalunya a Europa: fonaments de la identitat nacional, Barcelona: Empúries.

- DELGADO, Manuel  (coord.) (2003), Carrer, festa i revolta. Els usos simbòlics de l'espai públic a Barcelona (1951-2000), Barcelona: Generalitat de Catalunya

- FEIXA, Carles, (1998), De jovenes, bandas y tribus, Barcelona: Ariel.

- BALLESTER, Baltasar (1997): El nacionalisme profètic dels catalans (o la prostitució de la Ramoneta), Tarragona: El Mèdol.

- ANTA FÉLEZ, Jose Luis (1990), Cantina, garita y cocina: estudio antropológico de soldados y cuarteles, Madrid : Siglo Veintiuno.

- OTEGUI, Rosario (1990): Estrategias e identidad. Un estudio antropológico sobre la provincia de Teruel, Teruel: Institutode Estudios Turolenses, Diputación Provincial.

- ZULAIKA, Joseba (1990): Violencia vasca. Metáfora y sacramento, Madrid: Nerea.

- CÁTEDRA, María (1988): La muerte y otros mundos. Enfermedad, suicidio, muerte y más allá entre los Vaqueiros de Alzada, Madrid-Gijón: Júcar Universidad.

- McDONOUGH, Gary (1988): Las buenas familias de Barcelona. Historia socialdel poder en la era industrial, Barcelona: Ediciones Omega.

- BARRERA, Andrés (1985): La dialéctica de la identidad en Cataluña: un estudio de antropología social, Madrid : Centro de Investigaciones Sociológicas.

* Identities, groups, and interethnic relations

- CASANOVA, Eugeni (2016), ElsGitanos catalans de França : llengua, cultura i itineraris de la gran diàspora, Barcelona: Pagès Editors.

- LAGUNAS, David (2005) Los tres cromosomas: modernidad, identidad y parentesco entre los gitanos catalanes, Granada: Comares.

- CARRASCO, Sílvia (coord.)(2004): Immigración, contexto familiar y educación, Bellaterra: UAB, Institut de Ciències de l’Educació.

- ARAMBURU, Mikel (2002):  Los otros y nosostros. Imágenes del imigrante en Ciutat Vella de Barcelona, Madrid: Ministerio de Educación.

- AZURMENDI, Mikel (2001):  Estampas de El Ejido: un reportaje sobre la integración del inmigrante, Madrid : Taurus, 2001

- MARTÍNEZ VEIGA, Ubaldo (2001): El Ejido: discriminación, exclusión social y racismo, Madrid: Libros de la Catarata.

--- (1997): La integración social de los inmigrantes extranjeros en España, Madrid: Editorial Trotta.

- KAPLAN, Adriana (1998): De Senegambia a Catalunya: Procesos de aculturación e integración social, Barcelona: Fundació “La Caixa”.

- CALVO, Tomás (1988): Los racistas son los otros. Gitanos, Minorías y Derechos Humanos en los Textos Escolares, Madrid: Editorial Popular.

--- (1989): ¿España racista? Voces payas sobre los gitanos, Barcelona: Anthropos.   

- CÁTEDRA, María (1988): La muerte y otros mundos. Enfermedad, suicidio, muerte y más allá entre los Vaqueiros de Alzada, Madrid-Gijón: Júcar Universidad.

- LAUB, Eva y Juan F. (1987): El mito triunfante. Estudio antropológico social de los Chuetas mallorquines, Palma de Mallorca: Miguel Font Editor.

- MOORE, Kenneth (1987): Losde la calle. Un estudio sobre los chuetas, Madrid: Siglo XXI.

- ARDÉVOL, Elisenda & DEL PINO, M.D. (1987): Antropología urbana de los gitanos de Granada. Un estudio desde la Antropología aplicada al trabajo social, Granada: Ayuntamiento de Granada.

- SAN ROMÁN, Teresa (1986): Gitanos de Madrid y Barcelona. Ensayos de Aculturación y Etnicidad, Bellaterra: Publicaciones de Antropología Cultural de la UAB.

--- (1986): Entre la marginación y el racismo. Reflexiones sobre la vida de los gitanos, Madrid: Alianza Universidad.

- BARRERA, Andrés (1985): La dialéctica de la identidad en Cataluña: un estudio de antropología social, Madrid : Centro de Investigaciones Sociológicas.

- FERNANDEZ MARTORELL, Mercedes (1984): Estudio antropológico: una comunidad judía, Barcelona: Mitre.

- SAN ROMÁN, Teresa (1976): Vecinos gitanos, Madrid: Akal.

* Beliefs, religion, and rituals

- GUILLÓ ARAKISTAIN, Miren (2023), Sangre y resistència. Políticas y culturas alternativas de la menstruación, Manresa: Bellaterra Edicions

- CONTIJOCH, Marta, BUCAR, Marisol, SANMARTÍ, Núria (2021),  Baye Fall. Expressions de l'Islam senegalès a Barcelona, Barcelona: Pol·len edicions.

- LUNDSTEEN, Martin (2022),  La mezquita contestada. Islamofobia, racismo y capitalismo,  Barcelona: Bellaterra edicions.

- VIGNA VILCHES, Sibila & BADIA GIMÉNEZ, Victòria (2018), Transitant l’invisible. Etnografies fantasmals a la Catalunya contemporània, Barcelona: Editorial Pol·len.

- MORERAS, Jordi (Coord.) (2017) Diàspores i rituals El cicle festiudels musulmans deCatalunya, Barcelona: Departament de Cultura, Generalitat de Catalunya,Temes d’Etnologia de Catalunya nº28. Diponible el pdf a internet.

- MORERAS, Jordi & SOLÉ, Ariadna (2014): Espais de mort i diversitat religiosa. La presencia de l’islam als cementiris i tanatoris catalans. Barcelona: Publicacions de la Generalitat de Catalunya, Estudis sobre el Patrimoni Etnològic de Catalunya nº5. Disponible el pdf a internet.

- VALLVERDÚ, Jaume (2001), El Cant de la devoció: un estudi antropològic sobre els Hare Krisna, Tarragona: Arola.

- HORTA, Gerard (2001), De la mística a les barricades. Introducció a l’espiritisme català del XIX dins el context ocultista europeu, Barcelona: Editorial Proa.

- MORERAS, Jordi (1999) Musulmanes en Barcelona: Espacios y dinámicas comunitarias, Barcelona; CIDOB.

- DELGADO, Manuel (1986), De la muerte de un dios. La fiesta de los toros en el universo simbólico de la cultura popular, Barcelona: Península.

- CARO BAROJA, Julio (1996): Las brujas y su mundo, Madrid: Alianza.

- LISÓN TOLOSANA, Carmelo (1979): Brujería, estructura social y simbolismo, Madrid:Akal.

- DOUGLASS, William A. (1969): Muerte en Murélaga. El contexto de la muerte en el País Vasco, Barcelona: Barral, 1973[Nova versió, 2003: Alberdania, Irun].

- CHRISTIAN, William A. (1972): Religiosidad popular: Estudio antropológico de un Valle Español, Madrid: Tecnos, 1978.

 


Software

Use of Campus Virtual, institutional UAB's Microsoft 365 programs and TEAMS.


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(PAUL) Classroom practices 1 Catalan first semester morning-mixed
(TE) Theory 1 Catalan first semester morning-mixed