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Gender and Transculturality

Code: 106973
Credits: 6
2026/2027
Degree programme Type Course
Sociocultural Gender Studies OB 2

Contact lecturer

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

Teaching staff

Alba Valenciano Mañe
Alice Marie-Sophie Van Den Bogaert
Jose Sanchez Garcia

Group languages

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

Prerequisites

It is recommended to have taken basic principles of Anthropology (first-year subject).

Objectives

  • Understand gender as an analytical category, construct, and social organizer from a cross-cultural perspective.
  • Identify the cross-cultural variability of sex/gender systems in different societies around the world, both historically and in contemporary contexts.
  • Identify and analyze cultural change in gender relations across various societies.
  • Denaturalize and avoid essentialist explanations of gender difference and inequality.
  • Understand and analyze current debates on multiculturalism and diverse sex/gender systems.
  • Apply an intersectional and cross-cultural perspective to current issues and challenges in the context of globalization.
  • Understand the main contributions and epistemological debates introduced by feminist ethnography and its dialogues with anthropology and science more broadly.

Learning outcomes

  • CM04 (Identify the effects of sex and gender variables in empirical analyses.) Identify the effects of sex and gender variables in empirical analyses.
  • KM09 (Provide an analytical description of everyday situations in which ethnic concepts about gender have an impact on specific processes of intercultural relations in different societies around the world.) Provide an analytical description of everyday situations in which ethnic concepts about gender have an impact on specific processes of intercultural relations in different societies around the world.
  • KM11 (Use documentary materials and basic readings (ethnographic texts and audiovisual sources), to identify the impact androcentrism has on different cultures in the shaping and converging of the different aspects of social inequality: class, ethnic group, sexuality, gender expression and disability.) Use documentary materials and basic readings (ethnographic texts and audiovisual sources), to identify the impact androcentrism has on different cultures in the shaping and converging of the different aspects of social inequality: class, ethnic group, sexuality, gender expression and disability.
  • KM12 (Apply knowledge of cultural variability and its genesis in argumentative texts that avoid ethnocentric projections of social phenomena different from those found in one's own culture, or which may only manifest a similar form.) Apply knowledge of cultural variability and its genesis in argumentative texts that avoid ethnocentric projections of social phenomena different from those found in one's own culture, or which may only manifest a similar form.
  • SM05 (Critically analyse a current event or phenomenon from a gender-based, ethnographic perspective.) Critically analyse a current event or phenomenon from a gender-based, ethnographic perspective.
  • SM06 (Analyse discursive phenomena related to the construction and expression of gender identities by adopting a transcultural perspective.) Analyse discursive phenomena related to the construction and expression of gender identities by adopting a transcultural perspective.

Contents

Topic 1: Sex/gender systems: the production of alterity, the historical construction of gender relations, and their universalization
Topic 2: Anthropology and diverse sex/gender systems
Topic 3: Feminist ethnographies and decolonial perspective: tools for the analysis of contemporary societies
Topic 4: Globalization, interculturality, and sex/gender systems: current debates

Learning activities and methodology

Title Hours ECTS Learning outcomes
Theoretical lectures 30 1.2 CM04, KM09, KM11, KM12, SM05, SM06
Individual and group tutoring 5 0.2 CM04, KM09, KM11, KM12, SM05, SM06
Individual study 40 1.6 CM04, KM09, KM11, KM12, SM05, SM06

This Course Guide contains all the information related to the subject and should be considered the primary reference document for any questions regarding course content and assessment.

The main actor in the teaching-learning process is the student. Based on this premise, the methodology is planned around continuous work.

Regarding the sessions:

  • The course will be carried out through in-person guided sessions, supervised activities, and independent work.
  • Attendance is mandatory, with a minimum of 80% of sessions.
  • The in-person sessions will always be held with the entire class group and will be dedicated to presenting course content by the teaching staff and invited professionals, following the schedule published on the Virtual Campus at the beginning of the course.
  • Active participation of the students in the analysis and discussion of the topics proposed by the teaching staff will be valued during in-person sessions.

Independent work:

  • Independent work includes activities such as the comprehensive and analytical reading and study of texts and audiovisual materials, bibliographic research, information gathering, observation, writing, among others.

Tutoring

  • Supervised sessions will be held either in person or online (by appointment), and will be especially oriented towards guiding course progress and completing assessment activities. A minimum of one tutoring is recommended during the course for proper follow-up.

Communication:

  • All communication will take place through the Virtual Campus.

Written assignments:

  • Written work will be completed in class and must:
  • Be identified with the student’s NIU (university ID number);
  • Be written in Catalan, Spanish, or English;
  • Be free from spelling and/or grammatical errors;
  • Include citations, notes, references, and bibliography in APA 7 format.

Correction criteria:

  • Quality of presentation, formatting, writing, and APA 7 references;
  • Comprehension, breadth, and depth in the analysis of the bibliography, presentations, and screenings;
  • Quality of analysis and its connection to the concepts of the course;
  • Presentation of a coherent and academically grounded argumentative text;
  • Integration of presentations, bibliography, and/or screenings with ethnographic examples from the press, personal experience, or ethnographic observation.

Grading scale: How well have the objectives outlined in the grading criteria been met?

  • 0: Submission after the deadline without duly accredited justification;
  • 1–4.9: Submission not based on the required analytical materials or based only on description or summary of proposed materials;
  • 5–6.9: Submission of an articulated academic text based on the proposed materials;
  • 7–8.9: Submission based on proposed materials, incorporating additional materials or ethnographic examples, personal experience, or press sources;
  • 9–10: Submission based on proposed materials, incorporating both additional materials and ethnographic examples, personal experience, press sources, and observation.

Note: 15 minutes of one session, within the calendar set by the faculty/program, will be reserved for students to complete evaluation surveys on the instructor's performance and the course/module.

Use of Artificial Intelligence (AI)

Restricted use: For this course, the use of Artificial Intelligence (AI) technologies is permitted only for support tasks such as text correction, translations, or other specific situations that must bepreviously agreed upon with the instructor via a tutorial meeting. Students must clearly identify which parts of the activity have been generated using AI, specify the tools used, and include a critical reflection on how these tools influenced the process and the final outcome of the activity. Lack of transparency in the use of AI in assessable activities will be considered a violation of academic integrity and may result in partial or total penalization of the activity grade, or more severe disciplinary measures in serious cases.

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 Hours ECTS Learning outcomes
Questionnaires on mandatory readings 10% 12 0.48 CM04, KM09, KM11, KM12, SM05, SM06
Reflexive writting on the three debates 20% 8 0.32 CM04, KM09, KM11, KM12, SM05, SM06
Debates 30% 25 1 CM04, KM09, KM11, KM12, SM05, SM06
Individual essay 40% 30 1.2 CM04, KM09, KM11, KM12, SM05, SM06

Attendance is mandatory, with a minimum of 80% of sessions.


Continuous Assessment

At the beginning of the course, detailed instructions for each activity will be provided:

  • A1 (15%): Session analyzing a reading from a critical perspective. February 17.
  • A2 (15%): Group reflection session based on a reading and the content of the sessions. March 3.
  • A3 (35%): In-class written test on audiovisual materials and required readings. April 21.
  • A4 (35%): In-class debate on audiovisual materials and required readings. May 26.


Single Assessment

The single assessment will consist of a synchronous three-part test on the day and time set by the faculty:

  • A1: Written test: 4 short questions on the content of the course (40%).
  • A2: Oral test: practical application of concepts covered in the course (40%).
  • A3: Critical reflection on the readings (20%).


Re-Assessment

For students who have failed the course, i.e., with an average grade below 5 across all assessment activities, a remedial session will be organized within the period established by UAB regulations (June 10–23). However, students who have not achieved a minimum grade of 3.5 will not be eligible for resit.


Not Assessable

If a student has not completed 50% of the assessment activities, i.e., at least 2 of the 4 scheduled activities, their grade will be recorded as "Not Assessable." Likewise, students who do not participate in any of the three planned debates (ACTIVITY 3) will also be considered Not Assessable, unless they present a valid certificate justifying their absence.


Bibliography

Compulsory bibliography:

Abu-Lughod, Lila (2002). Does Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others. American Anthropologist, 104(3), 783-790.

Alvarez, Bruna, & Veldhuis, Suzanne (2026). "I need to take care of myself as well" - self-care strategies of abortion acompañantes in Northern Mexico. Feminist Anthropology, 7(1), e70044. https://doi.org/10.1002/fea2.70044

MacClintock, Anne (1995). The Lay of the Land. Geneaologies of Imperialism. En Imperial Leather. Race, Gender and Sexuality in the Colonial Contest (pp. 21-74). Routledge.

Mahmood, Saba (2001). Teoría Feminista y el Agente Social Dócil: Algunas Reflexiones sobre el Renacimiento Islámico en Egipto. (Traducción del original publicado en Cultural Anthropology, No. 28).

Nigst, Lorenz, & Sánchez-García, José (2010). Boyāt in the Gulf: Identity, Contestation, and Social Control. Middle East Critique, 19(1), 5-34.

Oyewumi, Oyeronke (1998). Making History, Creating Gender: Some Methodological and Interpretive Questions in the Writing of Oyo Oral Traditions. History in Africa, 25, 263-305. https://doi.org/10.2307/3172190

Oyewumi, Oyeronke (2017). Capítulo III: Producir la historia, crear el género. La invención de hombres y reyes en la escritura de la tradición oral Oyi. En La invención de las mujeres. Una perspectiva africana sobre los discursos occidentales de género (pp. 151-205). En la Frontera.

Patil, Prachi (2016). Understanding sexual violence as a form of caste violence. Journal of Social Inclusion, 7(1).

Rubin, Gayle (2013 [1975]). El tráfico de mujeres: notas sobre la 'economía política' del sexo. En M. Lamas (Comp.), El género: La construcción cultural de la diferencia sexual (pp. 35-96). Universidad Autónoma de México.

Sánchez-García, José (forthcoming 2027). "It's My Classroom": Reimagining Feminism in the Algerian Hirak. Springer.

Stoler, Ann L. (2002). Carnal Knowledge and Imperial Power. Race and the Intimate in Colonial Rule. University of California Press.

Stheremberger, Cécile (2009). Folklore, Nation, and Gender in a Colonial Encounter: Coros y Danzas of the Sección Femenina of the Falange in Equatorial Guinea. Afro-Hispanic Review, 28(2), 231–244.

Talpade Mohanty, Chandra (2008 [1984]). Bajo los ojos de occidente. Academia Feminista y discurso colonial. En L. Suárez Navaz & A. Hernández (Eds.), Descolonizando el Feminismo: Teorías y Prácticas desde los Márgenes. Cátedra.


Further reading:

Adlbi, Sirin Sirin (2016). La cárcel del feminismo. Hacia un pensamiento islámico decolonial. Akal.

Agud-Morell, Ingrid, & Breull-Arancibia, Valeria (2024). Children's agencies navigating sexism and LGBTI+ phobia in Santiago de Chile's primary school. Children & Society, 40, 25–43.

Ait Sabah, Fatema (2000). La mujer en el inconsciente musulmán. Editorial del Oriente y el Mediterráneo.

Alvarez, Bruna, Vera, Edith, Contreras, Edgar, & Marre, Diana. (2024). Between surveillance and self‐surveillance: What institutionalised girls in Ciudad Juárez (reveal that they) know about sexuality. Children & Society, 40, 25-43.

Amadioume, Ifi (2018). Hijas que son varones y esposos que son mujeres: género y sexo en una sociedad africana. Barcelona: Bellaterra.

Amir-Moazami, Schirin, Jacobsen, M. Christine, & Malik, Maleiha (2011). Islam and Gender in Europe: Subjectivities, Politics and Piety. Feminist Review, 98(1), 1-8.

Bayat, Asef (2020). Reclaiming Youthfulness. En Asef Bayat, Life as Politics. How ordinary people change the Middle East (pp. 106-128). Stanford University Press.

Behar, Ruth, & Gordon, Deborah (Eds.). (1995). Women writing culture. University of California Press.

Bhana, Deevia, Govender, Diloshini, & Maphumulo, Nondumiso Charity (2025). Heterosexual learners’ accounts of gender and sexuality diversity: race, religion, reproduction and ritual. Pedagogy, Culture & Society, 1–17.

Boddy, Janice (1995). Antropología de la mujer. Paidós.

Bourdieu, Pierre (1980). Le sens pratique. Minuit. [Trad. cast.: El sentido práctico. Taurus, 1991.]

Bramon, Dolors (2005). Sobre l'ús del mot Al·là. Revista Catalana de Teologia, 30(1), 19-24.

Bramon, Dolors (2007). Ser dona i musulmana. Cruïlla.

Butler, Judith. (1990) Gender Trouble: Feminism and the Subversion of Identity. Routledge.

Castillo-Rodríguez, Susana & Valenciano-Mañé, Alba (2020) “Women in Equatorial Guinea: from the household to the public domain?” in Oxford Research Encyclopedia of African History. https://doi.org/10.1093/acrefore/9780190277734.013.657

Chebel, Malek (1997). L'esprit de sérail. Payot.

Crenshaw, Kimberlé (1991). Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color. Stanford Law Review, 43(6), 1241–1299.

Comaroff, Jeane y Comaroff, John (1992). Home-made Hegemony: Modernity, Domesticity and Colonialism in South Africa. En Hansen, Karen T. (ed.). African Encounters With Domesticity (pp. 37-74). Rutgers University Press.

Deeb, Lara, & Winegar, Jessica (2012). Anthropologies of Arab-Majority Societies. Annual Review of Anthropology, 41, 537-558.

Delaney, Carol (1991). The Seed and the Soil: Gender and Cosmology in Turkish Village Society. University of California Press.

Deomampo, Daisy (2019). Racialized Commodities: Race and Value in Human Egg Donation. Medical Anthropology, 38(7), 620–633.

Desy, Alexandra, & Marre, Diana (2024). The reproductive journeys of French women over 40 seeking assisted reproductive technology treatments in Spain. Social Science & Medicine, 351, Article 116951.

Eickelman, Dale F. (2003). Antropología del mundo islámico. Bellaterra.

El Messini, Sawsan (1974). Ibn al balad: a concept of Egyptian identity (Tesis doctoral). American University Press.

Fernández, Daniel Ahmed (2021). El islam en la globalización LGBTQ: una aproximación queer a las Relaciones Internacionales. Relaciones Internacionales, 48, 85-100.

Ferreira do Nascimento, Marcos Antonio, Uziel, Ana Paula, & Hernández de Garay, Jimena. (2018). Young men in juvenile detention centers in Rio de Janeiro, Brazil: gender, sexuality, masculinity and health implications. Cadernos de Saúde Pública, 34(2), e00177916.

Ghannam, Farha (2013). Live and die like a man. Gender dynamics in urban Egypt. Stanford University Press.

Gobillot, Geneviève (2000). La fiṭra: la conception originelle; ses interprétations et fonctions chez les penseurs musulmans. Institut Français d'Archéologie Orientale.

Graham Davies, Sharyn (2006). Thinking of Gender in a Holistic Sense: Understandings of Gender in Sulawesi, Indonesia. En Vasilikie Demos & Marcia Texler Segal (Eds.), Gender and the Local-Global Nexus: Theory, Research, and Action (pp. 1-24). Leeds.

Gregorio Gil, Carmen (2006). Contribuciones feministas a problemas epistemológicos de la disciplina antropológica: representaciones y relaciones de poder. AIBR Revista de Antropología Iberoamericana, 1(1), 22-39.

Grosfoguel, Ramón (2011). Islamofobia epistémica y ciencias sociales coloniales. Astrolabio, (6), 43-60.

Haraway, Donna (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599.

Harris, Olivia, & Young, Kate (1979). Antropología y feminismo. Editorial Anagrama.

Herdt, Gilbert (1993). Third sex, third gender: Beyond sexual dimorphism in culture and history. Zone Books.

Honwana, Alcinda (2013). Youth and Revolution in Tunisia. Zed Books.

Kamusiime, Annah (2024). ‘Crossed the line’: Sexuality discourses of motherhood under 15 years in Uganda. Children & Society, 40, 99–116. https://doi.org/10.1111/chso.12894

Karakola, Eskalera (2004). Prólogo. Diferentes diferencias ciudadanías excluyentes: una revisión feminista. En Otras Inapropiables: feminismos desde las fronteras (pp. 9-32). Traficantes de sueños.

Lambrabet, Asma (2020). El velo (hiyab) de las mujeres musulmanas: entre la ideología colonialista y el discurso islámico: una visión decolonial. En Ramon Grosfoguel (Comp.), Feminismos islámicos (pp. 43-70). Bellaterra.

Lewin, Ellen (2006). Feminist Anthropology: A Reader. ProQuest Ebook Central.

Lugones, María (2007). Heterosexualism and the Colonial / Modern Gender System. Hypatia, 22(1), 186-209.

Mahfoud, Amina (2001). Turath and Modernity: Debates in Contemporary Arab Thought. Saqi Books.

Malgosa, Estel (2024). “My belly tickles! And my vulva too!”: Children’s conversations about pleasure in Catalonia (Spain). Children & Society, 40, 44-60.

Malgosa, Estel; Alvarez, Bruna & Marre, Diana (2026). Editorial: Sexuality Through Children's Eyes: Experiences, Perceptions and Meanings. Children & Society, 40: 3-7. https://doi.org/10.1111/chso.13003

Marre, Diana, San Román, Beatriz, & Guerra, Diana (2017). On Reproductive Work in Spain: Transnational Adoption, Egg Donation, Surrogacy. Medical Anthropology, 37(2), 158-173.

Mead, Margaret (1949). Male and female: A study of the sexes in a changing world. William Morrow and Co.

Mernissi, Fatima (2015). Comment ajuster la publicité à la karama (dignité) après la révolution sur les 642 télévisions panarabes FTA (Free to Air)? En F. Mernissi (Ed.), Réflexions sur la „violence‟ des jeunes (pp. 9-48). Editions Le Fennec.

Molas, Anna, & Perler, Laura (2024). Intimate Voices in Translational Reproductive Markets. Medical Anthropology, 43(8), 673-681.

Nigst, Lorenz, & Sánchez García, José (2010). Boya¯t in the Gulf: Identity, Contestation, and Social Control. Middle East Critique, 19(1), 5-34.

Ramírez, Jacobo, & Munar, Ana María (2022). Hybrid gender colonization: The case of muxes. Gender, Work & Organization, 29(6), 1947–1965.

Sánchez García, José (2018). Cairo Nights: The political economy of Mahragan. En J. Nofre & A. Eldrigde (Eds.), Exploring Nightlife: Space, Society and Governance. Rowman & Littlefield.

Sánchez-García, José (2009). Juventud en sociedades árabes. ¿Cómo construyen su identidad? Un ejemplo etnográfico: El Cairo (Tesis doctoral).

Sánchez-García, José (2020). El Mahragan como espacio fronterizo. Colonialidades estéticas, emancipación cultural y clasificación social en El Cairo. Tomo, (37), 90-111.

Sánchez-García, José (2021). Youth Agency and coloniality of being in neoliberal Morocco. En F. Ait Mous & Z. Kadiri (Eds.), Les Jeunes du Maroc: Comprendre les dynamiques pour un nouveau contrat social. Hem Research Center.

Sánchez-García, José, & Aubarell, Gemma (2021). Gènere i re-evolució àrab: ¿Superant els discursos homogeneïtzadors? Pensem. https://www.pensem.cat/noticia/245/genere-re-evolucio-arab-superant-discursos-homogeneitzadors

Sánchez-García, José, Premat, Catherine, Hansen, Naima, & Feixa, Carles (dir.). (2021). Marroquíes entre dos mundos: Jóvenes no acompañados, derechos humanos y marginalidades en los procesos migratorios. Transgang Working Papers Series.

Sánchez-García, José, Premat, Catherine, Hansen, Naima, & Feixa, Carles (dir.). (2022). Entre el hogra y el karama: jóvenes fronterizos y procesos migratorios. Informe sobre la vulneración de derechos de menores y jóvenes en proceso migratorio 2021-2022. Universitat Pompeu Fabra & European Research Council.

Sánchez-García, José, & Sánchez-Montijano, Elena (2019). Beyond the 'nizam': Youth Political Practices in Egypt and Tunisia after the 2011 Uprisings. En H. Cuervo & A. Miranda (Eds.), Youth, Inequality and Social Change in the Global South. Springer.

Sánchez-García, José, & Touthouh, Rachid (2021). Del Hogra al Hirak. Neocolonialismo, memoria y disidencia política juvenil en el Rif. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 19(1).

Sánchez-Montijano, Elena, & Sánchez-García, José (2019). Youth demarginalisation strategies in the Arab Mediterranean countries. En E. Sánchez-Montijano & J. Sánchez-García (Eds.), Youth at Margins: Perspectives on Arab Mediterranean Youth (pp. 222-240). Routledge.

Sayed Mustafa, Ali (2016). Towards an Islamic Decoloniality. Interactive Magazine, April 25. http//:www.interactive.net.in/towards-an-islamic-decoloniality/

Schielke, Samuli (2009). Ambivalent Commitments: Troubles of Morality, Religiosity and Aspiration among Young Egyptians. Journal of Religion in Africa, (39), 158-185.

Schielke, Samuli (2015). Egypt in the Future Tense: Hope, Frustration, and Ambivalence before and after 2011. Indiana University Press.

Sciortino, Maria Silvana (2012). Antropología y feminismos en América Latina: hacia una práctica descolonial. En E. Hernández Corrochano (Ed.), Teoría Feminista y antropología: claves analíticas (pp. 133–151).

Sehlikoglu, Sertaç (2018). Revisited: Muslim Women’s agency and feminist anthropology of the Middle East. Contemporary Islam, 12(1), 73–92.

Singerman, Diane (1995). Avenues of Participation: Family, Politics, and Networks in Urban Quarters of Cairo. American University in Cairo Press / Princeton University Press.

Spišák, Sanna (2020). The intimacy effect: Girls’ reflections about pornography and ‘actual sex’. Sexualities, 23(7), 1248-1263.

Stheremberger, Cécile (2009). Folklore, Nation, and Gender in a Colonial Encounter: Coros y Danzas of the Sección Femenina of the Falange in Equatorial Guinea. Afro-Hispanic Review, 28(2), 231–244.

Stoler, Ann L. (2002). Carnal Knowledge and Imperial Power. Race and the Intimate in Colonial Rule. University of California Press.

Tamale, Sylvia (2020). Decolonization and Afro-feminism. Daraja Press.

Turner, Victor (1988 [1969]). El proceso ritual. Taurus.

Valenciano-Mañé, Alba (2023). Redistributive matronage. The moral economy of female traders and the ruling elite in Equatorial Guinea. Jornal of Contmporary African Studies, 42(2), 245–262. DOI:10.1080/02589001.2023.2282936

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Viera Cherro, Mariana (2021). Las disputas por el parentesco y por la vida: Argumentos religiosos y procesos de acumulación económica en reproducción asistida en Uruguay. Horizontes Antropológicos, 27(61), 113–141.

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Software

Two-factor authentication must be installed on your mobile device in order to access the Virtual Campus. You can find the installation instructions at the following link: https://si-respostes.uab.cat/inici/gestio-de-paraules-de-pas/doble-factor-mfa/com-configuro-l-aplicacio-d-autenticacio-microsoft-authenticator.


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.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.

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 second semester morning-mixed
(PAUL) Classroom practices 1 Catalan/Spanish second semester morning-mixed