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

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Social Intervention

Code: 43144 ECTS Credits: 15
2025/2026
Degree Type Year
Anthropology: Advanced Research and Social Intervention OT 0

Contact

Name:
Jose Luis Molina Gonzalez
Email:
joseluis.molina@uab.cat

Teachers

Maria Teresa Tapada Berteli
Maria Montserrat Clua Faine
Jordi Castellvi Girbau
Diana Marre Cifola
Sílvia Gomez Mestres
Maria Bruna Alvarez Mora
Gabriela Paula Poblet Denti
Estel Malgosa Gasol
Alexandra Desy
Carolina Remorini
Alba Valenciano Mañe
Isidoro Ruiz Haro
Laia Narciso Pedro

Teaching groups languages

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


Prerequisites

There are no requirements.


Objectives and Contextualisation

This module is part of the specialization  E2  "Sociocultural and environmental intervention".

Objectives:
  • To know from a historical perspective applications of anthropology and theoretical debates related to these applications.
  • To be able to apply anthropological knowledge in the design of projects of social intervention.
  • To be able to propose projects of collaboration and intervention, as well as to present the obtained results to different audiences.
  • To be able to collaborate interprofesionally in sociocultural intervention programs and programs of cooperation and development.

Competences

  • Carry out ground-breaking, flexible research in anthropology by applying theories and methodologies and using appropriate data collection and analysis techniques.
  • Communicate and justify conclusions clearly and unambiguously to both specialised and non-specialised audiences.
  • Defend arguments clearly, precisely and appropriately within the context, and at the same time value the contributions made by other people.
  • Design programmes of social intervention and cooperation and development and analyse their cultural appropriateness.
  • Identify, in ethnographic fieldwork, different outlooks corresponding to ethnic, class, gender and age inequalities and identities.
  • Integrate knowledge and use it to make judgements in complex situations, with incomplete information, while keeping in mind social and ethical responsibilities.
  • Make interpretations and relational explanations to assist in understanding specific ethnographic contexts.
  • Solve problems in new or little-known situations within broader (or multidisciplinary) contexts related to the field of study.
  • Systematically link up concepts, and theories within the discipline so as to analyse specific ethnographic contexts.
  • Use information and communication technologies efficiently to acquire, create and spread knowledge.

Learning Outcomes

  1. Apply the knowledge acquired to problem-solving in new or unfamiliar intervention contexts of applied anthropology.
  2. Choose research methods that fit the aim of understanding the population being studied and the social and cultural problems to be solved.
  3. Defend arguments clearly, precisely and appropriately within the context, and at the same time value the contributions made by other people.
  4. Discern the type of comparative ethnographic studies to be made before the design of social intervention policies.
  5. Identify associations, organisations and/or local leaders and assess their importance in intervention programmes.
  6. Identify important elements in an interview, or in a particular ethnographic observation, that help to formulate judgments and reflect on social and ethical responsibilities in anthropology.
  7. Identify the consequences of an intervention in the social and cultural systems of differentiation and stratification.
  8. Integrate primary and secondary ethnographic data from varying sources.
  9. Present conclusions and intervention proposals in the context of research
  10. Systematically link up concepts, and theories within the discipline that fit in with the specific ethnographic context of an intervention.
  11. Understand and use information and communication technologies in accordance with the ethnographic context chosen for study and/or intervention.

Content

The module is divided into 6 thematic blocks.

Contents of the blocks:

Lifecycle and cultural practices: people, groups, stages
[Responsible lecturers: Dr. Diana Marre] (8 sessions, 16 hours)
  • Construction of the lifecycle stages. Childhood, adolescence, youth and old age in anthropology.
  • Person, Body, Family, Community and Society.
  • 'Governability', 'discipline' and Rights.
  • The social and economic value of different ages.
  • Scientific disciplines, Application and intervention.
Anthropology applied to the field of space
[Responsible lecturer: Dr. Teresa Tapada] (8 sessions, 16 hours)
  • The built environment from the anthropology: definition, analysis and applicability.
  • Processes of social construction and meanings of physical built space and living: vernacular construction, sense of belonging, spatial appropriation and urban segregation.
  • Reflections on the relationship between built space and local communities.
  • Understanding of thetools and techniques that allow us to apply this knowledge and analysis to different case studies.
  • The possibilities and limits of interdisciplinarity: anthropology, architecture and urbanism.
Children and youth affected by migrations of globalization
[Responsible lecturer: Dr. Laia Narciso] (8 sessions, 16 hours)
  • Adultcentrism and mobility regimes from a global, regional and local perspective
  • From crisis to violence: minors, agency and care in the new family migration flows
  • Unaccompanied minor boys and girls, stratification and perceptions of recipient societies
  • Fleeing from conflict zones: refugee children and youth in the MENAT region and in Europe
  • Comparative perspectives on migration and social integration (I)
  • Comparative perspectives on migration and social integration (II)
Environment
[Responsible lecturer: Dra. Sílvia Gómez Mestres] (8 sessions, 16 hours)
  • Conceptual clarification: concepts of sustainable and durableenvironment and development, the environment as a complex system, environmental rationality, relevance of the sociocultural field, pluri-methodology for intervention, interdisciplinarity, participatory action research.
  • Models and instruments of intervention. Social actors, power relations, governance, participatory planning, and social participation in environmental management.
  • A critical view of environmental intervention programs, especially in Mediterranean maritime areas 
Anthropology applied to Health
[Prof. responsible: Dr. Diana Marre, Carolina Remorini and Alexandra Desy] (8 sessions, 16 hours)
  • Introduction. General concepts.
  • Health, cultural diversity and social inequality.
  • Therapeutic systems, practices and itineraries.
  • Anthropology applied to contemporary health problems: case studies.
Anthropology, Heritage(s) and Intervention Processes in Popular Culture
[Prof. responsible: Dra. Montserrat Clua i Fainé] (5 sessions, 10 hours)

• Historical processes of social construction of heritage (Jordi Castellví)
• Heritage objects and appropriations of meanings (Jordi Castellví)
• From traditional culture to Intangible Cultural Heritage in Spain: from description to intervention (Montserrat Clua)
• Heritage and powerrelations: processes of heritageisation and their effects (Montserrat Clua)
• Museums and collections of Catalonia in the face of coloniality: an uncomfortable heritage (Alba Valenciano)

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Lectures, activities in small groups 93.5 3.74 1, 4, 7, 10, 2
Type: Supervised      
Tutorial activities 93.5 3.74 9, 3, 8, 11, 2
Type: Autonomous      
Individual study, elaboration of essays. Reading and analyses of repports 187 7.48 1, 9, 5, 6, 10, 2

The methodology is as follows:

  • Lectures.
  • Reading and analyses of papers / repports.
  • Presentation or oral exposition of essays.
  • Participation in complementary activities.
  • Debates.
  • Individual essay.

In the virtual campus, students have access to the whole documentation of each part of the course: teaching materials, programs, general bibliography and complementary information.

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
Blocks assignments 30% 0 0 1, 9, 6, 11, 10, 2
Class attendance 20% 0 0 1, 3, 10
Individual essay 50% 1 0.04 1, 9, 4, 3, 5, 6, 7, 8, 11, 10, 2

This section of the Study Guide contains all information related to the process of evaluation of the module.

Assessment of the module:

In order to pass the module, the following aspects are taken into account:

  • Regular assistance and participation: First, to ensure that the expected learning results are obtained, we consider it fundamental that students assist the classes and participate actively in them. For this reason, students are required to assist at least 80% of each course ("block"). Furthermore, the extent to which they participate in presentations, discussions, training sessions is evaluated. This participation is considered in the final note for each course.
  • Continued assessment of the blocks: Second, each course or block proposes one or multiple activities that allow a continued assessment of the learning process. The activities can vary from a written test to a presentation in class, a review of a few articles or chapters, or a short essay, among others. Jointly, the evaluations for the different courses that make up the module (30%) and the participation in these courses (20%) constitute 50% of the final grade of the module. The deadlines for these activities are indicated by the lecturers.
    • Lifecycle and cultural practices: people, groups, stages: Writing a 1500-word essay linking at least one topic from the presentations with 2 readings from the list.
    • Chidren, youth, migration and globalization: Critical comment about some of the required readings
    • Space: Review of some of the texts proposed in the bibliography
    • Environment: Commentary (poster format) on a case of socio-environmentalintervention
    • Health: Review of some of the texts proposed in class.
    • Anthropology of patrimonial intervention: Critical comment about one of the suggested readings.
  • Evaluation of the final paper for the module: Last, the grade obtained on a final paper constitutes the remaining 50% of the grade. In the case of the modules that make up the specializations (in particular, E1.1, E1.2, E2.1, E2.2 and E3.1), each student selects the course that is of major interest for his or her master thesis, from the set of courses that make up the module. The evaluation will be based on this course. The evaluation can consist of a larger essay of approximately 3,000 / 4,000 words, possibly in the format of an article, a review of a state of the art of a specific theme, or a paper that addresses a specific issue in the discipline on the basis of readings recommended by the lecturer of the course that the student has chosen for evaluation. The deadline for the submission of the final paper is the 10th of February. 
    • Lifecycle and cultural practices: people, groups, stages: Review and analysis of a maximum of 3,000 words of scientific production from the last ten years in the field of anthropology of the ages, through a maximum of five scientific periodical publications..
    • Children, youth, migration and globalization: Essay based on the compulsory and recommended readings that relate to some aspect of the ongoing research project.
    • Space: Two options to choose one  (1) Analytical development of a specific architectural-spatial environment (2) Theoretical development of a spatial concept, author or approach of interes to the student
    • Environment: Elaboration of plans or programs of environmental intervention 
    • Health: Elaboration of a health intervention based on the cases discussed during the class.
    • Anthropology of patrimonial intervention: Analysis of a case of intervention.

It is essential to respect the deadlines.

Each lecturer determines the way in which papers are to be submitted (through the Campus Virtual, by e-mail or in printed form, in the mailbox of the lecturer). The lecturers communicate the results of the evaluation through the established ways and establish a period of consultation before they communicate the grades to the coordinator of the module. The student can request a tutorial with their lecturers throughout the course if they wish to clarify some point of the contents of the course.

In general, not submitting the documents that are to be evaluated results in the qualification "Not assessable". In exceptional, well justified cases, the Committee of the Master Program may propose an alternative procedure for the evaluation.

General norms

Assessment is understood as a continued process throughout the term.

The qualifications are made on a scale from 0-10 with one decimal. To pass the subject, a minimum final grade of 5.0 is needed, as a result of the assessment procedure explained above. Once the subject is passed, it cannot be subjected to a new evaluation.

On carrying out each evaluationactivity, lecturers willinform students of the procedures to be followed for reviewing all grades awarded, and the date on which such a
review will take place.

The programming of assessmentactivities cannot be modified unless an exceptionaland well justified reason exists for this, in which case a new program is proposed during the term.

When a student performs an irregularity that can lead to a significant variation of the qualification of an assessable activity, the activity will be qualified with a 0, independently of the disciplinary process that might follow.In the case that various irregularities in the assessable activities are performed within the same module, the qualification of the module will be 0.

Students will obtain a Not assessed/Not submitted course grade unless they have submitted more than 30% of the assessment items.The qualification "not assessable" in the final records of evaluation implies the exhaustion of rights inherent in the enrolment to the module, although the "not assessable" module will not figure in the academic transcript.

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. "Copying" a paper refers to a student reproducing the whole or part of a paper of another student. Plagiarism is presenting the whole or a part of the text of another author as if it were the student´s own, without citing the references, on paper or digitally.

Please see the documentation of the UAB about plagiarism on: http://wuster.uab.es/web_argumenta_obert/unit_20/sot_2_01.html.

The AI teaching model is 2, Limited usage. This subject allows the use of AI technologies exclusively for support tasks such as [***bibliographic or content-based searches, text correction or translations, where applicable]. In the case of subjects in a Modern Languages degree, use oftranslation must be specifically authorised by the teacher. Other specific situations may be contemplated, as deemed appropriate by the teacher. 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.

This subject/module does not incorporate single assessment.


Bibliography

Lifecycle and cultural practices: people, groups, stages

  • Alvarez, Bruna; Malgosa, Estel & Marre, Diana (2021). Strategies for ethnography about sensitive topics: a children’s sexuality education program in Spain. In Pandelli, J., Gaggiotti, H. & Sutherland, N. (Eds.). Organizational Ethnography: An Experiential and Practical Guide (pp. 126-140). Palgrave.
  • Alvarez, Bruna & Marre, Diana (2021). Motherhood in Spain: from the “baby boom” to “structural infertility”. Medical Anthropology,  41(6-7), 718-731
  • Balzani, Marzia & Besnier, Niko (2022). The life cycle. In Social and Cultural Anthropology for the 21st Century. Connected Worlds (pp. unknown). Routledge.
  • Burton, Anthony (1978). Anthropology of the young. Anthropology & Education Quarterly, 9(1), 54-70.
  • Comas d’Argemir, Dolors; Marre, Diana & San Román, Beatriz (2016). La regulación política de la familia. Ideología, desigualdad y género en el Plan Integral de Apoyo a la Familia. Política y Sociedad, 53(3), 853-877.
  • Crampton, Alexandra (2013). Population Aging as the Social Body in Representation and Real Life. Anthropology & Aging Quarterly, 34(3),100-112.
  • De Zordo, Silvia; Marre, Diana & Smietana, Marcin (2022). Demographic Anxieties in the Age of “Fertility Decline”. Medical Anthropology, 41(6-7), 591-599.
  • Desy, Alexandra & Marre, Diana (2022). Reproductive exclusion: French clients undergoing cross-border reproductive care in Barcelona. En Guerzoni, Corinna & Mattalucci, Claudia (Eds.). Body Politics and Reproductive Governances: “Flesh”, Technologies and Knowledge (pp. 163-177). Emerald Group Publishing.
  • Fetterolf, Michael G. (2015). Personhood-Based Dementia Care: Using the Familial Caregiver as a Bridging Model for Professional Caregivers. Anthropology & Aging, 36(1), 82-100.
  • Fonseca, Claudia; Marre, Diana & Rifiotis, Fernanda (2021) Governança reprodutiva: um assunto de suma relevancia política. Horizontes Antropológicos, 27(61), 7-46.
  • Hardman, Charlotte (1973). Can There be an Anthropology of Children? Journal of the Anthropological Society of Oxford IV, 85-99; reprinted in Childhood, 8(4), 2001, 501-517.
  • Hirschfeld, Lawrence (2002). Why Don't Anthropologists Like Children? American Anthropologist, 104(2), 611-627.
  • Kars-Unluoglu, Selen; Çangarli, Burcu G. & Gaggiotti, Hugo (2022). Narrative Practicing of the Meaning of Work: The Gender We Think and Talk. In Uçel, Ela B. Eastern Perspectives on Women's Roles and Advancement in Business (pp. 1-27). IGI Global.
  • Kaufman, Sharon & Morgan, Lynn (2005). The Anthropology of the Beginnings and End of Life. Annual Review of Anthropology, 34, 317-341.
  • Kavedzija, Iza (2015). Frail, Independent, involved? Care and the Category of the Elderly in Japan. Anthropology & Aging, 36(1), 62-81.
  • Leinaweaver, Jessaca B. & Marre, Diana (2021). Adoption and Fostering. En Han, Sallie & Tomori, Cecilia (Eds). The Routledge Handbook of Anthropology and Reproduction (pp. 618-630). Routledge.
  • Lesko, Nancy (1996). Desnaturalizing adolescence. The politics of contemporary representations. Youth & Society, 28(2), 139-161.
  • Malgosa, Estel; Alvarez, Bruna & Marre, Diana (2022). Sexualidad e infancia en Catalunya, España: sentidos gobernados. Perifèria. Revista de Recerca i Formació en Antropologia, 27(2), 4-29.
  • Malgosa, Estel; Alvarez, Bruna & Marre, Diana (2024). ‘We haven’t even been able to talk!’: Gender norms and masculinity exams in representations of sexuality in Spanish primary schools. Gender and Education, 36(5), 489-509.
  • Malgosa, Estel; Alvarez, Bruna & Marre, Diana (2022). Touches, genitals, pleasure and intimacies: the governmentality of sexuality through the governance of genitals at primary schools in Spain. Sex Education, 24(5), 663–677.
  • Martone Paula; Molas, Anna & Marre, Diana (2025). Between ‘fetal viability’ to the ‘viability of families’: decision-making for extremely premature infants in Spain. Social Sciences & Medicine, https://doi.org/10.1016/j.socscimed.2025.117760
  • McIntyre, Lynne; Alvarez, Bruna & Marre, Diana (2022). “I Want to Bury It, Will You Join Me?”: The Useof Ritual in Prenatal Loss among Women in Catalonia, Spain in the Early 21st Century. Religions, 13(4), 336.
  • Marre, Diana (2014). De infancias, niños y niñas. In Llobet, V. (Comp.) (2014). Pensar la infancia desde América Latina: un estado de la cuestión (pp. 9-25). Consejo Latinoamericano de Ciencias Sociales (CLACSO).
  • Marre, Diana & Gaggiotti, Hugo (2021). Irregular adoptions and infrastructures of memory in Spain: remnant practices from the Franco Regime. Childhood, 28(4), 570-584.
  • San Román, Beatriz; Gaggiotti, Hugo & Marre, Diana (2015). “You don’t take anything for granted”: using anthropology to improve services, practices and policies for adoptive families. Annals of Anthropological Practice, 39(2), 2015-219.
  • Spyrou, Spyros (2019). An Ontological Turn for Childhood Studies? Children & Society, 33(4), 316-323.
  • Spyrou, Spyros (2011). The limits of children’s voices: From authenticity to critical, reflexive representation. Childhood, 18(2), 151-165.
  • Vives, Alejandra; Gray, Nora; González, Francisca & Molina, Agustín (2018). Gender and Ageing at Work in Chile: Employment, Working Conditions, Work–Life Balance and Health of Men and Women in an Ageing Workforce. Annals of Work Exposures and Health, 62(4), 475-489.

Anthropology applied to the field of space

  •  Giglia, Angela (2012). El habitar y la cultura; perspectivas teóricas y de investigación. Barcelona, Mèxico: Anthropos, UNAM.
  • Hall, Edward T (1973). La dimensión oculta. Madrid: IEAL.
  • Jacobs, Jane (2011). Muerte y vida de las grandes ciudades. Madrid: Capitán Swing. [Título original: The Death and Life of Great American Cities, 1961].
  • Lefebvre, Henri (1981 [1974]). La production de l’espace. París: Anthropos.
  • Low, Setha, Lawrence-Zúñiga, Denise (eds.) (2003). The anthropology of space and place: locating culture. Malden, MA: Blackwell Pub.
  • Llorente, Marta (coord.) (2014) Topología del espacio urbano. Palabras, imágenes y experiencias que definen la ciudad. Madrid: Aldaba Editores.
  • Rapaport, Amos (1978). Aspectos humanos de la forma urbana. Barcelona: Gustavo Gili.
  • Rapaport, Amos (2003). Cultura, arquitectura y diseño; Culture, Architecture and design. Arquitectonics; Mind, Land & Society, nº 5.
  • Tapada-Berteli, Teresa. (2014). “Sobre el concepto de antropología urbana y antropología del espacio”. En: Llorente, M. pp. 303-330.
  • Tapada-Berteli, Teresa et allí (2014) “An’n pase Ansanm Pou Mayard”. Diagnostic socio-urbain du quartier de Mayard, Jacmel (Haïti). Barcelona: Nexe Imresions, SL. https://www.acup.cat/sites/default/files/diagnostic-socio-urbain-mayard-jacmel_3.pdf
  • Tapada-Berteli, Teresa. (2021) «En las fronteras de lo urbano: Presentación». Scripta Nova: revista electrónica de geografía y ciencias sociales, 2021, vol.VOL 25, núm. 2, p. 5-9, https://raco.cat/index.php/ScriptaNova/article/view/392051
  • Tapada-Berteli, Teresa (2024) “Puertas para adentro, hace cada uno lo que quiera”: microrrelatos “interiores” de un realojamiento urbano imperfecto” Scripta Nova: revista electrónica de geografía y ciencias sociales, 2024, vol.VOL 28, núm. 3, Dosier: Paisajes ocultos de la desposesión urbana. https://raco.cat/index.php/ScriptaNova/article/view/433957

Children, youth, migration and globalization

  • Carrasco, Silvia; Narciso, Laia; Bertran, Marta (2018). Neglected aspirations. Academic trajectories and the risk of ESL among immigrant and minority youth in Spain, in Ch. Timmermann, L. Van Praag & N. Clycq, eds., Reducing Early School Leaving inthe EU.AQuantitativeand Qualitative Study. London: Routledge, 164-182.
  • Crul, Maurice.; Lelie, Frances.; Biner, Olive.; Bunar, Nihad.; Keskiner, Elif.; Kokkali, Ingrid.; Schneider. Jens.; Shuayb, Maya. (2019). How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey, Comparative Migration Studies, 7 (10), 1-20.
  • Fundamental Rights Agency (2020) Children in Migration2019. Annual Review. European Commission. https://fra.europa.eu/sites/default/files/fra_uploads/fra-2020-children-in-migration_en.pdf
  • Gimeno, Chabier.; García de Cortázar, Alicia., coords. (2019). Las migraciones de jóvenes y adolescentes no acompañados: Una mirada internacional. Universidad de Granada.
  • Montero-Sieburth, Martha.; Mas-Giralt, Rosa. (2020). Family practices in migration: everyday lives and relationships. London: Routledge (in press).
  • Narciso, Laia; Carrasco, Silvia (2017). Mariama on the move. Capital migratorio y segundas generaciones en la emigración juvenil española, Migraciones, 43, 147-174.

Environment   (general readings)

  • Comas Argemir, Dolors, 1998. Antropología económica. Editorial Ariel Barcelona
  • Dourogenní, Axel, 2000. Procedimientos de gestión para el desarrollo sustentable. Editorial de la CEPAL. Chile.
  • Escobar, Arturo, 1999. El final del salvaje. Naturaleza, cultura y política en la antropología contemporánea, CEREC-INCAN, Bogota.
  • Escobar, Arturo 2000 El lugar de la naturaleza y la naturaleza del lugar: globalización o posdesarrollo, en: Andreu Viola (comp.) Antropología del Desarrollo. Teorías y estudios etnográficos en America Latina, Paidos eds, Barcelona.
  • Gudynas, Eduardo, 2009, Seis puntos clave en ambiente y desarrollo, en: El Buen Vivir. Una vía para el desarrollo, A. Acosta y E. Martínez (Comps), Abya-Yala, Quito.
  • Gómez, S., Garriga, A., Bosch, M.T., Bosch, M., Villasante, S., Salazar, J. Ocean Literacy in managing Marine Protected Areas: Bridging natural and cultural heritage. Frontiers in Marine Science. Frontiers in Marine Science.https://doi.org/10.3389/fmars.2025.1540163
  • Gómez, Sílvia; Köpsel, Vera (eds.). Transdisciplinary Marine Research: Bridging Science and Society Ed. Routledge (Francis & Taylor Group).
  • Salazar J, Gómez S, Vendrell-Simón B, Pulgar M, Viladrich N, Ambroso S, Baena P, Santín A, Montseny M, Biel-Cabanelas M and Gili J-M (2024) An urgent call for more ambitious ocean literacy strategies in marine protected areas: a collaboration project with small-scale fishers as a case study. Front. Mar. Sci. 11:1320515. doi: 10.3389/fmars.2024.1320515
  • Leff,Enrique, 1998, Prefacio y Cap.1 Globalización, ambiente y sustentabilidad del desarrollo, Deuda financiera, deuda ecológica, deuda de la razón, en: Saber Ambiental. Sustentabilidad, racionalidad, complejidad, poder, Siglo XXI editores, PNUMA, Madrid, Págs. 9-29
  • Leff, Enrique, Conferencia Central"Políticay Educación Ambiental: el proceso educativo y laconstrucción desustentabilidad" VI Congreso Iberoamericano de Educación Ambiental, San Clemente del Tuyú - Prov. de Buenos Aires – Argentina http://www.dailymotion.com/video/xbomsm_enrique-leff_webcam
  • Martínez Allier, 1998. Curso de Economía ecológica. Textos básicos para la formación ambiental, Editorial. Programa de las Naciones Unidas para el Medio Ambiente.
  • Quintero, Rafael, 2009, Las innovaciones conceptuales de la Constitución de 2008 y el Sumak Kawsay, en: El Buen Vivir. Una vía para el desarrollo, A. Acosta y E. Martínez (Comps),  Abya-Yala, Quito, Págs. 75-91.

Female genital mutilation (two readings from the six choices):

  • Gage AJ, Van Rossem R: Attitudes toward the discontinuation of female genital cutting among men and women in Guinea. Int J Gynecol Obstet 2006, 92(1):92-96.
  • Kaplan Adriana, Hechavarría, Martín M, BonhoureI: Healthconsequences offemale genital mutilation/cutting in the Gambia, evidence into action. Reproductive Health 2011, 8:26.
  • Kaplan Adriana, Moreno J, Pérez-Jarauta MJ: Mutilación Genital Femenina, Manual para Profesionales de Atención Primaria. PUAB 2010
  • Kaplan-Marcusan Adriana, Torán-Monserrat P, Moreno-Navarro J, Castany Fàbregas MJ, Muñoz-Ortiz L: Perception of primary health professionals about female genital mutilation:from healthcare to intercultural competence.BMC Health Services Research2009, 9:11.
  • Simpson J, Robinson K, Creighton SM, Hodes D: Female genital mutilation: the role of health professionals in prevention, assessment, and management. British Medical Journal 2012, 14: 344.
  • United Nations Children’s Fund: The Dynamics of Social Change Towards the Abandonment of Female Genital Mutilation/Cutting in Five African Countries. Innocenti Digest. Florence: UNICEF Innocenti Research Centre; 2010. [http://www.unicef-irc.org/publications/pdf/fgm_insight_eng.pdf].

Health

*for the realization of the activities of the block, specific chapters of the proposed general works and/or specific articles will besuggested

  • Alber, Erdmute and Heike Drotbohm (eds.) (2015). Anthropological perspectives on Care. Work, Kinship, and the Life-Course. AIAA
  • Esteban, Mari Luz; Comelles, Josep Maria, Diez, Carmen. (eds.). (2010). Antropología, género, salud y atención. Bellaterra.
  • Gamlin, Jennie; Gibon, Sahra; Sesia, Paola M.; Berrío, Lina (eds.) (2020). Critical Medical Anthropoplogy. Perpectives from Latin America. UCL.
  • Inhorn, Marcia and Wentzell, Emily (eds.) (2012). Medical Anthropology at the Intersections. Histories, Activisms, and Futures. Duke University Press.
  • Lock, Margaret and Gordon, Deborah (eds.) (2012). Biomedicine examined. Kluwer Academic Publishers.
  • Manderson, Lenore; Cartwright, Elizabeth and Hardon, Anita (eds.) (2012). The Routledge Handbook of Medical Anthropology. Routledge.
  • Martínez, Ángel. (2008). Antropología médica. Teorías sobre la cultura, el poder y la enfermedad. Barcelona, Anthropos.
  • Masvawure, Tsitsi B. and Foley, Ellen E. (eds.) (2024). The Routledge Handbook of Anthropology and Global Health. Routledge.
  • Menéndez, Eduardo. (1990) Antropología médica. Orientaciones, desigualdades y transacciones. Cuadernos de la Casa Chata.
  • Pié, Asun (coord.) (2021). Soltar amarras. Una introducción a la salud mental colectiva. UOC.
  • Sargent, Caroln F.; Johnson, Thomas (eds.) (1990). Medical Anthropology: Contemporary Theory and Method. Praeger.
  • Singer, Merril and Erickson, Pamela I. (eds.) (2011). A Companion to Medical Anthropology. Wiley-Blackwell
  • Valls, Carme. (2020). Mujeres invisibles para la medicina. Capitán Swing.
  • Vindrola-Padros, Cecilia; Johnson, Ginger A. (eds) (2021). Caring on the Frontline during COVID-19. Contributions from Rapid Qualitative Research. Palgrave Macmillan.

Anthropology, Heritage(s) and Intervention Processes in Popular Culture

  • Cendra Planas, Oriol et al. (2017). "La inapropiabilitat del patrimoni immaterial. Patrimoni cultural immaterial i apropiació indeguda". Revista d’Etnologia de Catalunya, 2017, núm. 42, pp. 202-16. https://raco.cat/index.php/RevistaEtnologia/article/view/343118.
  • Clifford, James (2001 [1995]). Dilemas de la cultura. Barcelona: Gedisa.
  • Clua i Fainé, Montserrat(2018). "Los límites de la humanidad compartida: colonialismo, esclavitud y racismo en Cataluña", en Montserrat Ventura i Oller, Josep Lluís Mateo, Montserrat Clua i Fainé (eds.), Humanidad: categoría o condición: un viaje antropológico, pp. 287-311.
  • Costa Solé, Roger; Folch Monclús, Rafel (2014). "El patrimoni cultural immaterial a Catalunya. Legislació, actualitat i reptes de futur". Revista d’Etnologia de Catalunya, 2014, núm. 39, pp. 57-72. https://raco.cat/index.php/RevistaEtnologia/article/view/279978.
  • DDAA (2003). Antropología y patrimonio: investigación, documentación y intervención. Sevilla: Junta de Andalucía, Consejería de cultura.
  • Díaz Viana, Luís (2019 [1999]). Los guardianes de la tradición. Editorial Páramo.
  • Duncan, Carol (2007 [1995]). Rituales de civilización. Murcia: Nausícaä.
  • Frigolé, Joan (2005). Dones que anaven pel món : estudi etnogràfic de les trementinaires de la vall de la Vansa i Tuixent (Alt Urgell). Generalitat de Catalunya, Departament de Cultura, https://calaix.gencat.cat/bitstream/handle/10687/423608/IPEC-TE-012.pdf?sequence=1&isAllowed=y   
  • Frigolé, Joan (2007). "La producció cultural de lloc, memòria i terciarització de l'economia en una vall del Prepirineu". Revista d'Etnologia de Catalunya, núm.30, pp.70-80.
  • Garcia Blanco, Angela (1999). La exposición. Un medio de comunicación. Madrid: Akal.
  • Garcia Canclini, Néstor (2010). La sociedad sin relato. Antropología y estética de la inminencia. Madrid: Katz.
  • Garcia Canclini, Néstor (1999). "Los usos sociales del patrimonio cultural", en AADD Patrimonio Etnologico: nuevas perspectivas de estudio.  IAPH Consejeria de Cultura, Junta de Andalucía, pp.16-33.
  • Gómez Pellon, Eloy (2007). "El patrimonio cultural: memoria y imagen del grupo social". En Lisón Tolosana, Introducción a la antropología social y cultural. Madrid: Akal.
  • Hobsbawm, Eric (1988 [1983]) “Introducció”, en Hobsbawm & Ranger, L’invent de la tradició. Vic: Eumo, pp. 13-25.
  • Iniesta, Montserrat (1993). Els gabinets del món. Antropologia, museus i museologies. Barcelona: Pagès.
  • Lowenthal, David (1998 [1985]). El pasado es un país extraño. Madrid: Akal.
  • Morell N., Soberón, M. i Ramoneda, Ll-J. (2024). "Un encaix difícil. Context i eines per abordar la recerca de procedència amb els fons de l’actual Museu Etnològic i de Cultures del Món (MuEC)", Huellas: Spanish Journal of Slavery, Colonialism and its Legacies, num.2, pp. 52-73. https://turia.uv.es/index.php/huellas/article/view/30420/32338
  • Prats, Llorenç (1997). Antropología y patrimonio. Barcelona: Ariel.
  • Roca, Andrea (2008). "Los usos del tiempo en el espacio de un museo etnográfico". En Roigé et al. (coord.), El futuro de los museos etnológicos. Consideraciones introductorias para un debate. Donostia: Ankulegi Antropologia Elkartea.
  • Shiner, Larry (2004 [2001]). La invención del arte. Barcelona: Paidós.
  • Tausiet, María (2013). El dedorobado. Relíquias imaginarias en la España moderna.Madrid: Abada.
  • Vergés, Françoise (2023). Programa de desorden absoluto: Descolonizar el museo. Madrid: Akal. 

 


Software

The corporative software available at computer rooms.


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
(TEm) Theory (master) 1 Spanish first semester afternoon