Guide in PDF format

Introduction to Social and Cultural Anthropology

Code: 100010
Credits: 6

2026/2027

Degree programme	Type	Course
Art History	FB	1
Musicology	FB	1
Humanities	FB	1

Contact lecturer

Name :: Laia Narciso Pedro
Email :: laia.narciso@uab.cat

Teaching staff

: Alice Marie-Sophie Van Den Bogaert
: Rosario Reyes Izquierdo

Group languages

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

Prerequisites

This course has no prerequisite.

Objectives

Introduction to Social and Cultural Anthropology is a 6 ECTS Basic Training course offered at the UAB during the first year of several Bachelor's degree programmes in the Faculty of Philosophy and Letters.

The course aims to provide a first introduction to Social and Cultural Anthropology and to the anthropological perspective of analysis, grounded in the recognition of a shared yet diverse humanity. It offers a general overview of the discipline, including its objects of study—the analysis of cultures and cultural diversity—its historical development, major theoretical perspectives, research methodologies and techniques, particularly ethnographic fieldwork, as well as some of its applications in the contemporary world.

Despite its introductory and transversal nature, common to several degree programmes within the Faculty, the course contents will be adapted to the specific characteristics of the degrees in which it is taught (Musicology, Art History and Humanities), incorporating the contributions that anthropology can make to each of these fields. In this regard, depending on the context, the course will introduce perspectives drawn from ethnomusicology, heritage and memory studies, as well as critical approaches to the arts understood as cultural and social practices.

The course seeks to encourage students to develop ways of observing and analysing the world that move beyond simplistic, essentialist or exclusionary approaches, fostering a qualitative, critical and reflexive perspective committed to social transformation, global justice, egalitarian coexistence and environmental sustainability.

Learning outcomes

Using suitable terminology when drawing up an academic text.
Effectively communicating and applying the argumentative and textual processes to formal and scientific texts.
Carrying out a planning for the development of a subject-related work.
Identifying the theories about human species in their relation to society and culture production.
Identifying the theories concerning the different meanings of the concept of culture.
Applying the basic concepts of social and cultural anthropology to understand relationships between different societies and cultures.
Interpreting the relationships between different societies and cultures by applying the specific notions of Anthropology.
Enumerating theories about human species and relating them with the production of society and culture.
Applying the knowledge of cultural variability and its genesis in order to avoid ethnocentric projections.
Identifying the transcultural variability of economic, kinship, political, symbolic and cognitive, educational and gender systems as well as their corresponding anthropological theory.
Analysing current events from an anthropological perspective.
Interpreting the cultural diversity through ethnography.
Carrying out oral presentations using an appropriate academic vocabulary and style.
Solving problems autonomously.
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.

The course Introduction to Social and Cultural Anthropology provides a first approach to the study of human sociocultural variability from a comparative, critical, and transcultural perspective. Throughout the course, students will be introduced to the fundamental concepts, main fields of study, and theoretical and methodological perspectives of Social and Cultural Anthropology, as well as to some of the most relevant contemporary debates within the discipline.

Through the study of ethnographic case studies, textual materials, and audiovisual resources, students will acquire a basic understanding of the anthropological perspective and develop analytical tools to critically examine cultural diversity, the processes through which social differences and inequalities are constructed, and the relationships between culture, power, and knowledge.

Given the transversal nature of the course and its delivery across different degree programmes within the Faculty of Philosophy and Arts, the specific development of the course contents will be adapted to the particularities of each programme (Musicology, Art History, and Humanities). Accordingly, at the beginning of the semester, students will be provided with a detailed schedule including the specific syllabus and required readings adapted to the educational profile of each degree programme.

Block I. Introduction to Social and Cultural Anthropology

What is Social and Cultural Anthropology? Object of study, fields, and applications.
History and development of the discipline: major theoretical traditions and authors.
The concept of culture: uses, critiques, and contemporary debates.
Cultural diversity, ethnocentrism, cultural relativism, and coloniality.
Anthropological methodology: ethnography, fieldwork, and participant observation.

Block II. Classical Fields of Anthropological Study

Kinship, family, and social reproduction.
Economy, subsistence, exchange, and care.
Political organization, power, inequality, and resistance.
Symbolic systems, beliefs, ritual, and religion.

Block III. Contemporary Perspectives and Applied Fields

Globalization, mobility, and new identities.
Heritage, memory, and processes of heritagization.
Anthropology of the arts and cultural practices.
Ethnomusicology.

Block IV. Anthropology, Difference, and Inequality

The sociocultural construction of difference.
Gender, race, ethnicity, and other processes of social classification.
Racism, cultural fundamentalism, and social exclusion.
Interculturality, human rights, and social justice.

These contents will be developed from an introductory, methodological, and applied perspective, incorporating examples and case studies specifically selected according to the degree programme in which the course is taught.

Learning activities and methodology

Title	Hours	ECTS	Learning outcomes
Self-organized	75	3	15
Oriented	50	2
Supervised	25	1	15

The teaching-learning process places students at the centre of learning. Students are expected to engage actively in their own learning through autonomous work, self-regulation of assessment activities, and responsibility throughout the entire educational process.

The course combines different teaching methodologies aimed at fostering critical, reflective, and applied learning. Throughout the semester, theoretical and practical sessions will be delivered by the teaching staff and may occasionally include contributions from invited academics or professionals. Learning activities will also be based on the reading and discussion of compulsory texts, the analysis of audiovisual materials, case-study work, debates, and other related activities.

Four types of learning activities will be carried out:

Theoretical sessions (directed activities). Theoretical sessions will consist of lectures delivered by the teaching staff, combined with examples, case discussions, and classroom debates. These sessions will introduce the fundamental concepts and contents of the course and may incorporate audiovisual materials to support learning. Supporting teaching materials will be made available through the Virtual Campus (although not all the content covered in face-to-face sessions will be provided).

Practical sessions (supervised activities). During practical sessions, students will undertake, individually or in groups, the activities scheduled in the course, aimed at applying theoretical knowledge and progressively developing methodological skills. These activities may include case-study analysis, discussion of readings, problem-solving exercises, research project design, and critical, well-argued, and respectful participation in debates and other learning activities.

Autonomous activities. Students' autonomous work includes the critical and in-depth reading of compulsory and supplementary texts; the search, selection, and analysis of information; the study of materials covered in class; the preparation of practical and assessment activities; as well as the completion and submission of assignments within the established deadlines.

Assessment sessions (supervised activities). These will include individual theoretical and practical examinations, case-study analyses, and other assessment activities established for the course.

Personalised support will be provided through individual or group tutorials during the office hours established by the teaching staff. Tutorials may take place either face-to-face or online.

The Virtual Campus is the official communication and information platform for the course. Students are responsible for consulting it regularly and keeping their institutional email address updated in order to stay informed about course information and announcements. Communication with teaching staff will preferably take place through the Virtual Campus email system.

Before the beginning of the semester, a detailed course schedule will be published on the Virtual Campus. All learning activities will be scheduled from the start of the semester, and assessment activities must be submitted within the established deadlines, in accordance with the calendar published on the Virtual Campus.

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

Continuous assessment activities

Title	Weight	Learning outcomes
Individual project based on a monography	25%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14
Analysis of readings (group or individual)	25%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14
Written and/or oral tests	50%	1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15

CONTINUOUS ASSESSMENT SYSTEM

At the beginning of the course, students will be provided with a schedule including the dates of assessment activities, discussions of compulsory readings, and the dates of written and/or oral examinations. This schedule will not be modified. A list of compulsory readings will also be provided and made available online or in PDF format on the Virtual Campus.

At the time of each assessment activity, the teaching staff will inform students (both in class and via the Virtual Campus) about the assessment procedure and the date for reviewing grades.

Assessment in this course is understood as a continuous and progressive process that extends throughout the semester and is based on the completion of the following activities:

Reading analysis (25% of the final grade). This activity may be carried out individually or in groups during class sessions, and attendance is compulsory, according to the instructions provided by the teaching staff. It consists of the critical analysis of the compulsory readings through written commentaries, presentations, classroom discussions, or other activities related to the assigned texts. Assessment will focus on students' critical analytical skills, understanding of the course content, and informed participation in discussions.

Written and/or oral examinations (50% of the final grade). One or more assessment tests will be conducted throughout the semester covering the content addressed in lectures, compulsory readings, and classroom activities. Students must obtain a minimum grade of 5 out of 10 in this module in order for it to be averaged with the other assessment activities.

Individual assignment based on a monograph (25% of the final grade). Students will individually prepare an academic paper based on a selected monograph, following the guidelines and assessment rubric provided by the teaching staff at the beginning of the course.

This course does not provide for a single-assessment system.

RESIT PROCEDURE

In order to be eligible for assessment in the course, students must have completed the written and/or oral examinations and submitted the individual assignment based on a monograph.

To pass the course, students must obtain a minimum final grade of 5 out of 10, calculated as the weighted average of the different assessment activities. In addition, students must obtain a minimum grade of 5 out of 10 in the written and/or oral examinations module for the final average grade to be calculated.

Students who are eligible for assessment but fail either the written and/or oral examinations or the individual assignment may resit these activities during the official resit period established by the Faculty. The specific characteristics of the resit assessments and assignments will be specified by the teaching staff.

Reading analysis activities are not eligible for resit.

Students may take the resit assessment provided that they meet the eligibility requirements and have obtained a minimum overall average grade of 3.5.

Assessment activities in which academic misconduct has occurred (e.g., copying, plagiarism, misuse of AI tools, etc.) are not eligible for resit.

CONDITIONS FOR THE “NOT ASSESSED” GRADE

Students will receive a grade of “Not Assessed” if they have not completed more than 30% of the assessment activities.

Failure to attend or submit assessment activities by the established deadlines, without a duly justified and documented reason, will result in those activities not being assessed. Assessment evidence that does not comply with the format standards established in the assignment guidelines and rubrics will not be accepted.

Any irregularity committed by a student that may lead to a significant alteration of the grade of an assessment activity will result in that activity being graded with a 0 (fail), irrespective of any disciplinary procedures that may be initiated. In the event of repeated irregularities in assessment activities within the same course, the final grade for the course will be 0.

The use of Artificial Intelligence (AI) technologies will be regulated according to the specific guidelines established by the teaching staff. Lack of transparency regarding the use of AI will be considered a breach of academic integrity and will entail the corresponding academic consequences.

Bibliography

Manuals

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AUGÉ Marc, COLLEYN Jean-Paul (2005) Qué es la antropología. Barcelona, Paidós.

BARRET, Stanley R. (1997) Anthropology: A student's guide to Theory and Method, Toronto, University of Toronto Press.

BOHANNAN, Paul. (1996) Para raros, nosotros: introducción a la antropología cultural, Madrid, Ediciones Akal.

BOHANNAN, Paul y GLAZER, M. (eds.) (1992) Antropología: lecturas. Madrid: McGraw-Hill.

BOIVIN, Mauricio F. , ROSATO, Ana y ARRIBAS, Victoria (1998) Constructores de Otredad. Una introducción a la Antropología Social y Cultural, Buenos Aires: Eudeba

EMBER, Carol (2003) Introducción a la Antropología. Madrid, McGraw-Hill

EMBER, Carol R. y EMBER, Melvin (2004) Antropología cultural. Madrid: Prentice Hall.

HARRIS, Marvin (2004) Introducción a la Antropología General. Madrid, Alianza Editorial.

HARRIS, Marvin (1999) El desarrollo de la teoría antropológica: historia de las teorías de la cultura. Madrid, Siglo XXI.

HENDRY, Joy. (1999) An Introduction to Social Anthropology. Other People's Worlds, Macmillan Press, London.

KOTTAK, Conrad Phillip (2002) Antropología cultural. Espejo para la humanidad, Madrid: McGraw-Hill.

LAURTHE-TOLRA, Pierre y WARNIER, Jean-Pierre (1998), Etnología y Antropología. Madrid: Akal

LISÓN Carmelo (ed.) (2007) Introducción a la Antropología Social y Cultural. Teoría, método y práctica. Madrid, Akal.

LLOBERA, Josep Ramon (1999) Manual d'antropologia social : estructura i evolució de les societats humanes. Edicions de la Universitat Oberta de Catalunya : Pòrtic,Barcelona

GENERAL BIBLIOGRAPHY

ANDERSON, Benedict. (1983) Imagined Communities. Reflections on the Origin and Spread of Nationalism, Verso, London.

APPADURAI, Arjun (1996) Modernity at large. Cultural dimensions of globality. London, Routledge.

AUGE, Marc (1995) Hacia una antropología de los mundos contemporáneos, Barcelona: Gedisa.

BARAÑANO, Ascención; GARCÍA, José Luis; CÁTEDRA, María; DEVILLARD, Marie J. (eds.) (2007) Diccionario de relaciones interculturales. Madrid: Editorial Complutense.

BARLEY, Nigel (1999) El antropólogo inocente. Barcelona, Anagrama.

BARNARD, Alan (2000) History and Theory in Anthropology, CambridgeUniversity Press, Cambridge.

BARTH, Fredrik. (1969) Ethnic Groups and Boundaries. The Social Organization of Culture Difference, ScandinavianUniversity Press.

BAUMAN, Richard (ed.) (1992) Folklore, Cultural Performances and Popular entertainments. A Communications-centered Handbook. New York, Oxford: OxfordUniversity Press.

BECK, Urick (2002) La sociedad del riesgo global, Madrid Siglo XXI.

BESTARD, Joan CONTRERAS, Jesús (1987).- Bárbaros, paganos, salvajes y primitivos. Una introducción a la Antropología. Barcelona, Barcanova.

BOHANNAN, Laura 1995 [1966] \"Shakespeare en la selva\", H. Velasco (comp.) Lecturas de Antropología Social y Cultural. Madrid: UNED, p. 83-93.

CÁTEDRA, María (coord.) (1991) Los españoles vistos por los antropólogos. Madrid: Júcar.

CAVALLI SFORZA, Luca; CAVALLI SFORZA, Francesco (1994).- Quiénes somos. Historia de la diversidad humana. Barcelona, Crítica.

CLIFFORD, James; MARCUS, George. E. (eds.) (1991) Retóricas de la antropología.Madrid: Júcar.

COHEN, Anthony. (1986) Symbolizing Boundaries, ManchesterUniversityPress.

D'ANDRADE, Roy G.(1995) The development of Cognitive Anthropology, Cambridge, Cambridge University Press.

DOUGLAS, Mary (1966). Purity and Danger.

FABIETTI, Ugo (1997) \"De la etnización al conflicto étnico: hutus y tutsi en Ruanda\", L'identità etnica. Storia e critica di un concetto equivoco. Roma: La Nuova Italia Scientifica.

FEIXA, Carles (1998). De jóvenes bandas y tribus, Barcelona Anagrama

FRIEDMAN, Jonathan (1994) Cultural identity and Global Process, London, Sage.

GEERTZ, Clifford (1987) La interpretación de las culturas, Barcelona, Gedisa

GEERTZ, Clifford (1973). La interpretación de las culturas, Gedisa, Barcelona.

GENNEP, Arnold van, (1960 [1909]) Rites of Passage, Routledge, London.

GLUCKMAN, Max (1955). The Judicial Process among the Barotse of Northern Rhodesia, ManchesterUniversity Press.

GOFFMAN, Erving (1993) La presentación de la persona en la vida cotidiana, Buenos Aires, Amorrortu.

GONZALEZ ECHEVARRIA, Aurora. (1994) Teorías de parentesco. Nuevas aproximaciones, Eudema, Madrid.

HALL. Stuart & DU GAY, Paul (eds.) (1996) Questions of cultural identity, London, Sage Publications.

HARRIS, Marvin (1991).- Nuestra especie. Madrid, Alianza Editorial.

KAHN, J.S. (ed.) (1975).- El concepto de cultura. Barcelona, Anagrama.

KUPER, Adam. (1973) Antropología y antropólogos: la escuela británica (1922-1972), Anagrama, Barcelona.

LABURTHE-TOLRA, Philippe; WARNIER, Jean-Pierre (1993) Etnología y antropologia. Madrid, Akal.

LEACH, Edmund R. (1970) Political Systems of Highland Burma, Athlone, London.

LEAKEY, Richard; LEWIN, Roger (1994).- Nuestros orígenes. Barcelona, Crítica.

LÉVI-STRAUSS, Claude (1993).- Razay cultura. Madrid, Cátedra.

LÉVI STRAUSS, Claude (1987) Antropología Estructural, Barcelona, Paidós.

LEVI-STRAUSS,Claude (1952) Raça i història, Edicions 62, Barcelona.

LEVI-STRAUSS, Claude et al. (1974) Polémica sobre el origen y la universalidad de la familia.

LLOBERA, Josep Ramón (Ed.).- La antropología como ciencia. Barcelona, Anagrama.

MALGESINI, Graciela y GIMÉNEZ, Carlos (2000) Guía de conceptos sobre migraciones, racismo e interculturalidad. Madrid: La Catarata.

MEILLASSOUX, Claude. (1975) Mujeres, graneros y capitals. Economía doméstica y capitalismo, Madrid Siglo XXI.

MIDDLETON, John and E. H. Winter (eds.) (1963) Witchcraft and Sorcery in East Africa, Routledge & Kegan Paul, London.

MOLINA, José Luis i VALENZUELA, Hugo (2007) Invitación a la antropología económica, Editorial Bellaterra, Barcelona.

MORENO FELIÚ, Paz (comp.) (2004) Entre las Gracias y el Molino Satánico: Lecturas de antropología económica.Madrid: UNED.

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TODOROV, Tzvetan i altres (1988).- Cruce de culturas y mestizaje cultural. Madrid, Júcar TURNER, V. (1990) La selva de los símbolos, Madrid Siglo XXI.

VELASCO MAILLO, Honorio (2007) Cuerpo yespacio. Símbolos y metáforas, representación y expresividad de las culturas.Madrid Ed. Univ. Ramon Areces.

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WILLIAMS, Raymond (2000) Palabras clave: un vocabulario de la cultura y la sociedad. Buenos Aires, Nueva visión. WINCH, P. (1994) Comprender una sociedad primitiva, Barcelona, Paidós

MONOGRAPHS

AIXELÀ, Yolanda (2000). Mujeres en marruecos. Un análisis desde el parentesco y el género. Ed. Bellaterra

BENEDICT, Ruth (1974 [1946]) El crisantemo y la espada. Patrones de la cultura japonesa. Madrid: Alianza.

CARO BAROJA, Julio (1990 [1955]). Estudios saharianos. Madrid: Júcar Universidad.

CLASTRES, Pierre (2001 [1972]) Crónica de los indios guayaquis, Barcelona, Altafulla.

DOUGLAS, Mary. 1973 [1966]. Pureza y peligro. Un anàlisis de los conceptos de contaminación y tabú. Madrid: Siglo XXI.

EVANS-PRITCHARD, Edward E. (1976 [1937]). Brujería, magia y oráculos entre los azande. Barcelona: Anagrama.

EVANS-PRITCHARD, Edward E. (1977 [1940]). Los Nuer. Barcelona: Anagrama.

EVERS-ROSANDER, Eva (2004 [1991]). Mujeres en la frontera. Tradición e identidad musulmanas en Ceuta. Barcelona: Edicions Bellaterra.

GRIAULE, Marcel (2000 [1966]) Dios de agua. Barcelona, Alta Fulla.

KROEBER, Theodora (1992 [1964]). Ishi. El último de la tribu. Barcelona: Antoni Bosch. LÉVI-

LÉVI-STRAUSS, Claude (1988 [1955]). Tristes trópicos. Barcelona:Paidós.

MALINOWSKI, Bronislaw (1975 [1922]). Los argonautas del Pacífico Occidental. Un estudiosobre comercio y aventuraentre los indígenas de los archipiélagos de la Nueva Guinea melanésica. Barcelona: Península.

MALLART, LLuís (2009) Sòc fill dels evuzok, Barcelona, La Campana.MIDDLETON, John (1984) Los lugbara de Uganda. Bellaterra, UAB, Publicaciones de Antropología Cultural.no4.

MEAD, Margaret. (1990 [1939]). Adolescencia y cultura en Samoa. Barcelona: Paidós.

PIELLA, Anna (2002). Parentiu a Jambun. Canvis i continuitats en una comunitat aborígen d'Austràlia, Bellaterra: Servei de Publicacions de la UAB, Publicacions d'Antropologia Cultural, no21

SAN ROMAN, Teresa (1997). La diferencia inquietante. Viejas y nuevas estrategias culturales de los gitanos. Siglo XXI.

TOMÀS, Jordi & LAMBAL, Patrick (2013) El pescador que volia anar al país dels blancs. Barcelona: Editorial Pòrtic.

TURNBULL, Colin (1984 [1961]) Los pigmeos, el pueblo de la selva. Barcelona. Javier Vergara.

WILLIS, Paul (1988) Aprendiendo a trabajar. Madrid, Akal

WORSLEY, Peter (1980): Al son de la trompeta final. Un estudio de los cultos \"cargo\" en Melanesia. Madrid,Siglo XXI.

Software

There is no specific software for this course.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching	Group	Language	Semester	Shift
(TE) Theory	1	Catalan/Spanish	first semester	morning-mixed
(PAUL) Classroom practices	1	Catalan/Spanish	first semester	morning-mixed
(TE) Theory	2	Catalan/Spanish	first semester	morning-mixed
(PAUL) Classroom practices	2	Catalan/Spanish	first semester	morning-mixed
(TE) Theory	3	Catalan/Spanish	second semester	morning-mixed
(PAUL) Classroom practices	3	Catalan/Spanish	second semester	morning-mixed