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Person, Body, Health and Gender

Code: 101244 ECTS Credits: 6
2025/2026
Degree Type Year
Social and Cultural Anthropology OT 3
Social and Cultural Anthropology OT 4

Contact

Name:
Maria Bruna Alvarez Mora
Email:
bruna.alvarez@uab.cat

Teachers

Carolina Remorini

Teaching groups languages

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


Prerequisites

There are no formal prerequisites for this course; however, prior coursework in Anthropology of Sex/Gender Systems is recommended.


Objectives and Contextualisation

The main goal of this course is to analyze the conceptualizations of health and illness, and, closely related to these, the cultural understandings of the beginning and end of life (birth and death), as well as their connection to sociocultural constructions of the person and the body, and the variations introduced by the sex/gender system.

The general objectives of the course are to:

  1. Understand the main socio-anthropological approaches to health and illness, and to the beginning and end of life, as socio-cultural and historical categories.
  2. Theoretically examine the cultural construction of the individual and social body, and the relationships between body, person, and sex/gender systems.
  3. Critically examine what is considered ‘natural’ and ‘normal’ in relation to health, illness, and life/death.
  4. Explore the role of culture in shaping the meanings assigned to the body and the person, and in the construction of notions of health and illness.
  5. Analyze and critically reflect on health–illness–care processes (HICP) as complex social constructions with multiple dimensions, from an intersectional perspective.
  6. Identify and analyze therapeutic itineraries and decision-making processes in health, taking into account the multiple factors influencing them in a globalized world.

Competences

    Social and Cultural Anthropology
  • 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 demonstrate knowledge and understanding of the history of anthropological theory and the genesis of its basic concepts.
  • 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.

Learning Outcomes

  1. Analysing a contemporary fact from an anthropological perspective.
  2. Applying the knowledge of cultural variability and its genesis to avoid ethnocentric projections.
  3. Assess the reliability of sources, select important data and cross-check information.
  4. Assessing critically the explicit and implicit theoretical models in the ethnographic materials.
  5. Communicate using language that is not sexist or discriminatory.
  6. Critically analyse the principles, values and procedures that govern the exercise of the profession.
  7. Explain the explicit or implicit code of practice of one's own area of knowledge.
  8. Express ideas with a specific vocabulary appropriate to the discipline.
  9. Identify the principal forms of sex- or gender-based inequality and discrimination present in society.
  10. Identifying the contemporary interdisciplinary tendencies shared by the Anthropology and social disciplines related to the corresponding field.
  11. Identifying the recent disciplinary developments and the correlation between the anthropological theory and the social disciplines related in their historical development and the current interdisciplinary tendencies.
  12. Identifying the sociocultural variability in specific ethnographic contexts.
  13. Integrating interdisciplinary approaches on the fields of education, sex/gender systems and social inclusion-exclusion systems.
  14. Interpreting the cultural diversity through ethnography.
  15. Plan work effectively, individually or in groups, in order to fulfil the planned objectives.
  16. Propose projects and actions that incorporate the gender perspective.
  17. Summarizing the acquired knowledge about the relationship between nature, culture and society.
  18. Theoretically analysing ethnographic examples of cultural diversity in the fields of education, gender and inclusion-exclusion systems.
  19. 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

BLOCK I: The Person

  1. The category of the person in anthropology. The influence of the sex/gender system.
  2. How does one become a person? Beginning and end of life, kinship, reproduction. Case studies: gestation, reproductive loss, voluntary abortion, birth, and death.
  3. Necropolitics, bodies that (do not) matter, and the category of the person in non-humans: artificial intelligence and domestic animals.

BLOCK II: The Body

  1. What is a body? The cultural production of bodily diversity. The concept of “local biologies”: critiques of reductionist and mechanistic models of the body. The new neuro-reductionism: debates from social and cultural anthropology.
  2. Bodies and environments: exchanges, transactions, boundaries. The impact of climate change and environmental crisis on bodies: toxicity, nutrition, reproduction, illness, epidemiological transitions, and epidemics.
  3. Bodies across the life course: cultural models, “normality,” and stigma; the governance of bodies.
  4. Bodily diversity and “normality”; race and ethnicity. The biases of the “minority world” and ethnographic evidence. Disciplines, models, and instruments. Subjective, social, and political implications.

BLOCK III: Health

  1. Health as a social and cultural process. Contributions from anthropology and social medicine to the study of health–illness–care processes. Health systems and models. Illness, disease, and sickness. An interdisciplinary approach to health and a critique of traditional epidemiology.
  2. The body as a vehicle of contagion and a site of suffering: endemics and epidemics on local, regional, and global scales. Case study: the Covid-19 syndemic.
  3. Illness, deviance, risk, and stigma. Biopolitics and the governance of health and reproduction. The ‘birth of the clinic,’ medicalization, and biomedicine. The ‘biomedicalization’ of everyday life. Physicians and paramedical professionals.
  4. Therapeutic itineraries in a globalized world: decision-making and reproductive mobilities. Health, migration, and transnational movements. Health inequities.

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
In class participation 5 0.2 1, 2, 4, 11, 12, 10
Reading, analysis of documents and individual study 15 0.6 18, 4, 11, 12, 10, 13, 14, 17
Theoretical and practical sessions 30 1.2 18, 1, 2, 4, 11, 12, 10, 13, 17
Type: Supervised      
Individual and/or group tutorials (face-to-face and/or virtual) 25 1 18, 11, 12
Type: Autonomous      
Works production, individual and in groups 50 2 18, 2, 4, 11, 12, 10, 13

This syllabus contains all relevant information about the course and serves as the sole reference document for any questions regarding course content or assessment.

The student is the central figure in the teaching and learning process. Based on this principle, the methodology is structured around continuous work and active participation.

Class Sessions

The course will be delivered through a combination of in-person sessions, supervised guidance, and independent work.

All in-person sessions will be held with the full class group and will focus on the presentation of course content by the teaching staff and invited professionals, following the schedule published on the Virtual Campus at the beginning of the semester.

Active participation by students in the analysis and discussion of the topics proposed by the instructor will be positively valued during these sessions.

Independent Work

Students are expected to engage in various independent learning activities, including:

  • Comprehensive and analytical reading of academic texts
  • Critical viewing of audiovisual materials
  • Bibliographic research and information gathering
  • Observation and writing exercises, among others

Tutorials

Supervised sessions may be held either in person or online (by appointment). These sessions aim to support students in following the course and completing assessment tasks. At least one tutorial is recommended during the course for adequate follow-up.

Communication

Communication will take place via the Virtual Campus and email.

Written Assignments

Assignments will be completed during class hours and must meet the following criteria:

  • Clearly identified with the student's NIU (University Identification Number)
  • May be written in Catalan, Spanish, or English
  • Free of spelling and grammatical errors
  • Include citations, footnotes, references, and bibliography in APA 7 format

Assessment Criteria:

  • Quality of presentation, formatting, writing, and APA 7 references
  • Comprehension, breadth, and depth of analysis of required readings, lectures, and audiovisual materials
  • Relevance to key course concepts
  • Clarity and coherence of argumentation supported by academic sources
  • Integration of course materials with ethnographic examples from media, personal experience, or field observation

Grading Scale:

  • 0: Submission after the deadline without duly justified and documented cause
  • 1–4.9: Submission not based on required analytical materials or consisting only of descriptive summaries
  • 5–6.9: Coherent academic text based on required materials
  • 7–8.9: Submission based on required materials, incorporating additional sources or ethnographic examples (e.g., media, experience, observation)
  • 9–10: Submission based on required materials, incorporating both additional sources and ethnographic examples (e.g., media, experience, observation)

Fifteen minutes of one class session, within the schedule established by the department or degree program, will be reserved for students to complete course and instructor evaluation surveys.

Use of Artificial Intelligence (AI)

Restricted use: In this course, the use of Artificial Intelligence (AI) technologies is allowed only for support tasks, such as text correction, translation, or other specific uses previously agreed upon with the instructor during a tutorial session.

Students must clearly indicate which parts of their work have been generated using AI, specify the tools used, and include a critical reflection on how these tools have influenced both the process and the final outcome of the activity.

Lack of transparency in the use of AI in assessed work will be considered a breach of academic integrity and may result in a partial or full penalty on the grade for the activity, or in more serious disciplinary measures in severe cases.

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

 

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
Acitivity 3: Debates and round tables 30% 10 0.4 18, 1, 2, 5, 8, 11, 12, 9, 10, 13, 15, 17, 3, 19
Actividad 2: Individual essay 40% 5 0.2 1, 12, 9, 10, 13, 15, 17, 19
Activity 1: mandatory readings 10% 5 0.2 6, 18, 1, 2, 4, 5, 7, 8, 11, 12, 9, 10, 13, 14, 15, 16, 17, 3, 19
Activity 4: Invididual essay about the 3 round tables 20% 5 0.2 6, 18, 1, 2, 4, 8, 11, 12, 9, 10, 13, 14, 17

Continuous Assessment

ACTIVITY 1: Quizzes on Required Readings (10%)

This individual activity aims to encourage the reading of mandatory texts and the identification of their key concepts. It accounts for 10% of the final grade.

Using the quiz tool on the Virtual Campus, 9 quizzes will be made available, each consisting of 8–10 questions about a required reading. Students will complete the quizzes during their independent study time, and the answers will be reviewed at the beginning of each in-class session devoted to the reading, where further analysis will take place.

The required readings are listed in the Bibliography section of this syllabus.

To receive the corresponding percentage for Assessment 1, students must complete at least 6 out of the 9 available quizzes within the designated timeframe.

Quiz dates: February 17, February 26, March 12, March 24, April 7, April 16, May 5, May 12, and May 21.

ACTIVITY 2: Individual Essay (40%)

This individual assignment is designed to help students identify and relate three key concepts derived from three of the required readings. It consists of an essay prepared in advance and written during class time, using a press article or a social media post related to the current thematic block. Students may bring any materials they consider helpful for completing the essay. This activity is worth 40% of the final grade.

Detailed instructions and the grading rubric will be available on the Virtual Campus at the beginning of the course.

Essay date: April 28, 2025

ACTIVITY 3: Round Table / Debate (30%)

This group activity (maximum three students) encourages reflection and debate on the challenges individuals and social groups face regarding health issues in the contemporary world, with attention to sociocultural, age-related, and gender dimensions.

Each group will prepare and lead a round table debate on oneof three proposed topics. They must introduce and discuss key concepts from:

  • one required reading,
  • one academic reading selected from the suggested bibliography, and
  • one additional academic source chosen by the group.

These readings should be connected to real-life news items or media stories.

A tutorial session is mandatory in order to select the additional academic reading provided in the syllabus. This session must be completed before May 7.

Each debate day will include three 30-minute round tables. In each session, students will present and debate the authors’ key arguments, moderated by the course instructor. A total of six groups will present per day.

The evaluation will focus on the group’s ability to apply theoretical concepts to current events and news stories.

Debate dates:

  • May 26, 2025 – The Diversity of the Concept of Person
  • May 28, 2025 – Bodies: Differences and Inequalities
  • June 2, 2025 – Health in Motion: The Global World and Ethnographies of Health Systems

To ensure fair assessment, all debates will be recorded using a voice recorder.

Attendance at all debate sessions is mandatory.

Detailed instructions and the evaluation rubric will be published on the Virtual Campus at the start of the course.

ACTIVITY 4: Written Reflection on the Three Debates (20%)

This is an individual written test in which students reflect briefly on the theoretical concepts discussed in the three debates, identifying the main arguments presented.

This activity will take place on June 4, 2025.

Detailed instructions and the grading rubric will be available on the Virtual Campus at the beginningof the course.

Single Assessment Option

The single assessment will consist of a synchronous exam with three parts, to be completed on the date and time set by the Faculty:

  • Activity 1: A 25-question quiz to be completed in 20 minutes. All questions are mandatory. (20% of the final grade)
  • Activity 2: A press article analysis, applying three key concepts from three different required readings. (40% of the final grade)
  • Activity 3: Four open-ended questions covering the course content. (40% of the final grade)

Resit / Reassessment

Students who fail the course—that is, whose average grade across all assessment activities is below 5 out of 10—will be eligible for a resit exam during the period established by UAB regulations (June 22 to July 3).

However, students who receive a final average grade below 3.5 will not be eligible for reassessment.


Bibliography

Mandatory Readings

  1. Mauss, Marcel (1959). Sobre el concepto de persona: Mauss, M. [1936] (1959). Sobre una categoría del espíritu humano: la noción de persona y la noción del 'yo'. En Sociología y Antropología (pp. 337-358). Tecnos.
  2. Kaufman, Sharon. & Morgan, Lynn (2005). Anthropology of the begining and end of life. Anual Review of Anthropology, 34, 317-341.
  3. Mbembe, Achille. [2006] 2011. Necropolítica (pp. 17-77).Melusina.
  4. Graves, Joseph L. Jr. (2021). Human biological variation and the “normal”. American Journal of Human Biology, 33(5), e23658. 
  5. Bergueria, Arantza & Zafra-Aparici, Eva. (2019). Corporalidades permeables: Intersecciones entre medio ambiente y salud. Introducción al monográfico. AIBR. Revista de Antropología Iberoamericana, 14(1), 11 – 27.
  6. Foucault, Michel [1965] (2001). La antigüedad de la clínica. En El nacimiento de la clínica. Una arqueología de la mirada médica (pp. 84-96). Siglo XXI.
  7. Desy, Alexandra & Marre, Diana (2024). The reproductive journeys of French women over 40 seeking assisted reproductive technology treatments in Spain. Social Science and Medicine.
  8. Eguiluz, Itzel., Block, Ellen., Mitchinson, Lucy., Núñez-Carrasco, Lorema &. S-Rivera, Alexia. (2022). Even Death Has Changed: End-of-Life, Burials, and Bereavement During the COVID-19 Pandemic. En Cecilia Vindrola-Padros & Ginger A. Johnson (Eds). Caring on the Frontline during COVID-19 (pp. 229-252). Palgrave MacMillan.

Readings for roundtables and debates

Person

  1. Conklin, Beth. A., & Morgan, Lynn. (1996). Babies, bodies, and the production of personhood in North America and a Native Amazonian society. Ethos, 24(4), 657–694.
  2. Foucault, Michel (2008). Tecnologías del yo. En L. H. Martin, H. Gutman, & P. H. Hutton (Eds.), Tecnologías del yo y otros textos afines (pp. 45–95). Paidós.
  3. Goffman, Ervin (1997). Introducción. En La presentación de la persona en la vida cotidiana (pp. 13–28). Amorrortu.
  4. Strathern, Marilyn (2004). The whole person and its artifacts. Annual Review of Anthropology, 33, 1–19.
  5. Surrallés, Alexandre (2003). De la percepción en antropología: Algunas reflexiones sobre la noción de persona desde los estudios amazónicos. Indiana, 19/20, 59–72.
  6. Tola, Florencia. (2005). Personas corporizadas, multiplicidades y extensiones: Un acercamiento a las nociones de cuerpo y persona entre los tobas (qom) del Chaco argentino. Revista Colombiana de Antropología, 41, 107–134.

Body

  1. Crivos, Marta.; Martínez, María Rosa; Remorini, Carolina & Sy, Anahi. (2012). Some considerations regarding the origin and functions of parasites among two Mbya communities in Misiones, Argentina. En B. Gardenour & M. Tadd (Eds.). Parasites, worms, and the human body in religion and culture (pp. 95–121). Peter Lang Publishing.
  2. Davis, Lennard. J. (2006). Constructing normalcy: The bell curve, the novel, and the invention of the disabled body in the nineteenth century. En L. J. Davis (Ed.). The disability studies reader (pp. 3–16). Routledge.
  3. Ginsburg, Faye & Rapp, Rayna (2013). Disability worlds. Annual Review of Anthropology, 42, 53–68.
  4. Gremillion, Helen (2005). The cultural politics of body size. Annual Review of Anthropology, 34, 13–32.
  5. Mauss, Marcel (1979). Técnicas y movimientos corporales. En Sociología y antropología (pp. 337–358). (
  6. Vitzthum, Virginia. J.; Thornburg, Jonathan; Spielvogel, Hilde & Deschner, Tobias. (2021). Recognizing normal reproductive biology: A comparative analysis of variability in menstrual cycle biomarkers in German and Bolivian women. American Journal of Human Biology, 33(5), e23663.

Health

  1. Good, Byron & Del Vecchio Good, Mary Jo. (1993). Learning medicine: The constructing of medical knowledge at Harvard Medical School. En S. Lindenbaum & M. Lock (Eds.), Knowledge, power, and practice: The anthropology of medicine and everyday life (pp. 81-107). University of California Press.
  2. Duarte Gómez, María Beatriz; Brachet-Márquez, Viviane; Campos-Navarro, Roberto & Nigenda, Gustavo. (2004). Políticas nacionales de salud y decisiones locales en México: El caso del Hospital Mixto de Cuetzalan, Puebla. Salud Pública de México, 46(5), 388–398.
  3. Remorini, Carolina; Teves, Laura; Pasarín, Lorena & Palermo, María Laura. (2020). Etnografía y salud rural: Trayectorias de investigación en los Valles Calchaquíes, Argentina. Anthropologica. 38(44), 267–296.
  4. Campos Navarro, Roberto. (2001). Resistencias a la incorporación planificada de hamacas en un hospital de la península de Yucatán. En Actas del IV Congreso Chileno de Antropología (Tomo I). Colegio de Antropólogos de Chile.
  5. Nureña, César. (2009). Incorporación del enfoque intercultural en el sistema de salud peruano: Laatención del parto vertical. Revista Panamericana de Salud Pública, 26(4).
  6. Ramírez Hita, Susana. (2010). ¿De qué hablamos cuando hablamos de salud intercultural? En Calidad de atención en salud: Prácticas y representaciones sociales en las poblaciones quechua y aymara del altiplano boliviano (pp. 61-72). OPS/OMS.

General References

Ariès, Pierre ([1975]. 2011). Historia de la muerte en Occidente: De la Edad Media hasta nuestros días. El Acantilado.

Benjamin, Walter (1967). Sobre la facultad mimética. En Ensayos escogidos (pp. 105–107). Ed. Sur.

Blanes, Ruy & Espírito Santo, Diana. (Eds.). (2014). The social life of spirits. University of Nebraska Press.

Bloch, Maurice & Parry, Jonathan. (1982). Death and the regeneration of life. Cambridge University Press.

Butler, Judith ([1993]2002). Los cuerpos que importan. En Cuerpos que importan: Sobre los límites materiales y discursivos del “sexo” (pp. 53–94). Paidós.

Carrithers, Michael; Collins, Steven & Lukes, Steveb. (Eds.). The category of the person: Anthropology, philosophy, history. Cambridge University Press.

Carsten, Janet. (2007). How do we know who we are? En R. Astuti, J. Parry, & C. Stafford (Eds.), Questions of anthropology (pp. 22–54). Berghahn Books.

Cerruti, Marcela. (Coord.). (2011). Salud y migración internacional: Mujeres bolivianas en la Argentina. Programa de las Naciones Unidas para el Desarrollo (PNUD), Centro de Estudios de Población (CENEP), Fondo de Población de las Naciones Unidas (UNFPA).

De Certeau, Michel (2007). Walking the city. En M. Lock & J. Farquhar (Eds.), Beyond the body proper:Reading the anthropology of material life (pp. 249–258). Duke University Press.

Degnen, Cathrine. (2018). Cross-cultural perspectives on personhood and the life course. Palgrave Macmillan.

Delaplace, Grégory. (2011). Enterrer, submerger, oublier: Invention et subversion du souvenir des morts en Mongolie. Raisons Politiques, 41, 87–103.

Deleuze, Giles & Guattari, Felix (2007). We always make love with worlds. En M. Lock & J. Farquhar (Eds.), Beyond the body proper: Reading the anthropology of material life (pp. 428–433). Duke University Press.

Douglas, Mary (1970). Natural symbols: Explorations in cosmology. The Cresset Press.

Ferrándiz, Francisco. (2018). Death on the move: Pantheons and reburials in the Spanish Civil War exhumations. En A. Robben (Ed.), A companion to the anthropology of death (pp. 189–204). Wiley-Blackwell.

Foucault, Michel (2000). Clase del 15 de enero de 1975. En Los anormales (pp. 39–59). Fondo de Cultura Económica.

Ginsburg, Faye & Rapp, Rayna (1991). The politics of reproduction. Annual Review of Anthropology, 20, 311–343.

Goffman, Ervin (2001). Estigma: La identidad deteriorada (Obra original publicada en 1963). Amorrortu.

Good, Byron (2003). Medicina, racionalidad y experiencia. Una perspectiva antropológica. Bellaterra.

Kaufert, Patricia & O’Neil, John. (1993). Analysis of a dialogue on risks in childbirth : clinicians, epidemiologists, and Inuit women. Knowledge, Power, and Practice : The Anthropology of Medicine and Everyday Life.

Landecker, Hannah. (2011). Food as exposure: Nutritional epigenetics and the new metabolism. BioSocieties, 6(2), 167–194.

Lock, Margaret (2002). Twice dead:Organ transplants and the reinvention of death. University of California Press.

Lock, Margaret (2007). Alienation of body parts and the biopolitics of immortalized cells. En M. Lock & J. Farquhar (Eds.),Beyond the body proper: Reading the anthropology of material life (pp. 567–586). Duke University Press.

Lock, Margaret & Farquhar, Judith (2007). Beyond the body proper: Reading the anthropology of material life. Duke University Press.

Martínez, Angel (2008). Antropología médica: Teorías sobre la cultura, el poder y la enfermedad. Anthropos.

McIntyre, Matthew H., & Edwards, Caroline Pope. P. (2009). The early development of gender differences. Annual Review of Anthropology, 38(1), 83–97.

Menéndez, Eduardo. (1982). El modelo médico hegemónico: Transacciones y alternativas hacia una fundamentación del modelo de autoatención en salud. Arxiu d’Etnografia de Catalunya, 3, 83–120.

Menéndez, Eduardo (1990) Antropología médica. Orientaciones, desigualdades y transacciones. México, Cuadernos de la Casa Chata.   

Morgan, Lynn (1989). When does life begin? A cross-cultural perspective on the personhood of fetuses and young children. En E. Doerr & J. Prescott (Eds.), Abortion and fetal "personhood" (pp. 97–114). Centerline Press.

Morgan, Lynn (2011). Fetal bodies, undone. En F. Mascia-Lees (Ed.), A companion to the anthropology of the body and embodiment (pp. 320–337). Wiley-Blackwell.

Münster, Daniel & Broz, Ludek. (2015). The anthropology of suicide: Ethnography and the tension of agency. En L. Broz & D. Münster (Eds.), Suicide and agency: Anthropological perspectives on self-destruction, personhood, and power (pp. 3–22). Ashgate.

Plonowska, Ewa. (2012). Bare life. En Henry Sussman (Ed.), Impasses of the post-global: Theory in the era of climate change (pp. 194–201). Open Humanities Press.

Rapp, Rayna (2007). Real time fetus: The role of the sonogram in the age of monitored reproduction. En M. Lock & J. Farquhar (Eds.), Beyond the body proper: Reading the anthropology of material life (pp. 608–622). Duke University Press.

Remorini, Carolina (2010). Crecer en movimiento: Abordaje etnográfico de la crianza y el desarrollo infantil en comunidades Mbya (Misiones, Argentina). Revista Latinoamericana de Ciencias Sociales sobre Niñez y Juventud, 8(2), 961–980.

Robben, Antonious. (2018). A companion to the anthropology of death. Wiley-Blackwell.

Rose, Nicolas (2007). Biopolitics in the twenty-first century. En The politics of life itself: Biomedicine, power, and subjectivity in the twenty-first century (pp. 9–40). Princeton University Press.

Rosenhan, David. (1990). Acerca del estar sano en un medio enfermo. En P. Watzlawick (Ed.), La realidad inventada (pp. 99-119). Gedisa.

Sargent, Carolyn & Johnson, Thomas. (Eds.). (1996). Medical anthropology: Contemporary theory and method. Praeger.

Scheper-Hughes, Nancy (2005). El comercio infame: Capitalismo milenarista, valores humanos y justicia global en el tráfico de órganos. Revista de Antropología Social, 14, 195–236.

Singer, Merrill & Baer, Hans. (1995). Critical medical anthropology. Baywood Publishing Company.

Stewart, Michael. (2007). How does genocide happen? En R. Astuti, J. Parry, & C. Stafford (Eds.), Questions of anthropology (pp. 249–280). Berghahn Books.

Taussig, Michel. (1995). Un gigante en convulsiones: El mundo humano como sistema nervioso en emergencia permanente. Gedisa.


Software

The computer programs necessary for the subject are the usual ones in the degree. There are no specific programs.

 

 
 
 
 

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/Spanish first semester morning-mixed
(TE) Theory 1 Catalan/Spanish first semester morning-mixed