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Social Intervention

Code: 43144
Credits: 15
2026/2027
Degree programme Type Course
Anthropology: Advanced Research and Social Intervention OP 1

Contact lecturer

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

Teaching staff

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

Group languages

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

Prerequisites

There are no requirements.

Objectives

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.

Learning outcomes

  1. Understand and use information and communication technologies in accordance with the ethnographic context chosen for study and/or intervention.
  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. 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.
  5. Present conclusions and intervention proposals in the context of research
  6. Integrate primary and secondary ethnographic data from varying sources.
  7. Apply the knowledge acquired to problem-solving in new or unfamiliar intervention contexts of applied anthropology.
  8. Systematically link up concepts, and theories within the discipline that fit in with the specific ethnographic context of an intervention.
  9. Identify associations, organisations and/or local leaders and assess their importance in intervention programmes.
  10. Discern the type of comparative ethnographic studies to be made before the design of social intervention policies.
  11. Identify the consequences of an intervention in the social and cultural systems of differentiation and stratification.

Contents


The module is divided into 6 thematic blocks.


Contents of the blocks:


Lifecycle and cultural practices: people, groups, stages

[Lecturer: Dr. Diana Marre and Dr. Bruna Alvarez] (8 sessions, 16 hours)


Unit 1. Construction of the lifecycle stages. Childhood, adolescence, youth and old age in anthropology.

Unit 2. Person, Body, Family, Community and Society.

Unit 3. 'Governability', 'discipline' and Rights.

Unit 4. The social and economic value of different ages.

Unit 5. Scientific disciplines, Application and intervention.


Anthropology applied to the field of space

[Lecturer: Dr. Teresa Tapada] (8 sessions, 16 hours)


Unit 1. Introduction to the Anthropology of Built Space.

Unit 2. Perspectives from Anthropology: The Spatialization of Culture.

Unit 3. Forms of Appropriation, Vernacular Construction, and Use of Space.

Unit 4. Processes of Adaptation and Socio-Symbolic Meanings of Physical Space.

Unit 5. The Social Construction of Built Space.

Unit 6. Conclusions. Towards the Applicability of the Anthropology of Space.


Social intervention projects

[Lecturer: Dr. Laia Narciso] (8 sessions, 16 hours)


Unit 1. From the analysis of social problems to applied anthropology and social intervention: dilemmas, contradictions, and professional experiences.

Unit 2. The construction of social problems, needs, and subjects of intervention.

Unit 3. Contexts, actors, and power relations in social intervention processes.

Unit 4. Public policies, calls for proposals, and institutional frameworks for social intervention.

Unit 5. From ethnographic assessment to intervention design: plans, programmes, projects, and theory of change.

Unit 6. Formulation, implementation, monitoring, and evaluation of intervention projects.

Unit 7. Ethnography, participation, and co-production in intervention processes. Examples from real-world experiences.


Natural Environment

[Lecturer: Dr. Sílvia Gómez Mestres] (8 sessions, 16 hours)


Unit 1. Conceptual clarification: concept of environment and sustainable development, the environment as a complex system, environmental rationality, relevance of the sociocultural field and marine conservation, interdisciplinarity.

Unit 2. Models and instruments for intervention in the maritime field. Marine Protected Areas, social actors, power relations, governance, social participation and participatory planning in environmental management.

Unit 3. A critical perspective on environmental intervention programs, especially in maritime areas of the Mediterranean and Oceania.


Anthropology applied to Health

[Lecturers: Dr. Diana Marre, Dr. Bruna Alvarez, Dr. Alexandra Desy y Dr. Ana Cerezuela] (8 sessions, 16 hours)


Unit 1. Introduction. General concepts.

Unit 2. Health, cultural diversity and social inequality.

Unit 3. Therapeutic systems, practices and itineraries.

Unit 4. Anthropology applied to contemporary health problems: case studies.


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

[Lecturer: Dra. Montserrat Clua i Fainé] (5 sessions, 10 hours)


Unit 1. Heritage: categories, heritage elements, actors, and appropriations of meanings

Unit 2. Historical processes of the social construction of Heritage

Unit 3. From traditional culture to Intangible Cultural Heritage in Spain: from description to intervention

Unit 4. Heritage and power relations: processes of establishing Heritage and their effects

Unit 5. Debates on interventions in Ethnological Heritage

Learning activities and methodology

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

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

Continuous assessment activities

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

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: 1) 10% mandatory attendance of 80% of the sessions. 2) 40%: individual 10-minute oral presentation based on two questions proposed by the teaching staff of the block, linking the 2 readings from the list and 2 episodes of the podcast series Conversaciones AFINes (December 17). It will be necessary to communicate by email the two readings from the list and the two episodes of the podcast series chosen to carry out an individual oral presentation based on two questions proposed by the teaching staff, before November 19. Failure to comply with this part of the evaluation will imply that the next instance cannot be carried out. 3) 30% Complete a series of short questions / survey linked to the seminar presentations (December 17).
  • 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-environmental intervention
  • Health: 10%: Mandatory attendance of 80% of the sessions; 2) 20%: Completion of a 500-word essay on a personal experience related to health. Submission date: Thursday, November 12; 3) 40%: Individual 10-minute oral presentation based on two questions proposed by the coordination of the Block, linking the 2 readings from the list and 2 episodes of the podcast series Conversaciones AFINes. Monday, December 14, from 6:00 PM to 8:00 PM. Email communication of the two readings from the list and the two episodes of the podcast series chosen to carry out an individual oral presentation based on two questions proposed by the female professors of the Block. Submission date: Thursday, November 19. Failure to comply with this part of the evaluation will imply that the next instance cannot be carried out; 4) 30%: Submit at least one well-founded written question to the speakers of the round table that will take place on December 15.
  • Anthropology, Heritage(s), and Intervention Processes in Popular Culture: Critical essay on one of the assigned readings, linking it to the concepts discussed.


  • 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..
  • Intervention Projects: Designing an Intervention Project Proposal
  • 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, Heritage(s), and Intervention Processes in Popular Culture: Analysis of a heritage intervention case study applying the concepts discussed.


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

Social Intervention Projects

  • Bacchi, Carol. 2025. What’s the Problem Represented to Be? A New Thinking Paradigm. Routledge.
  • Biglia, Barbara. 2015. «Avances, dilemas y retos de las epistemologías feministas en la investigación social». A Otras formas de (re)conocer: reflexiones, herramientas y aplicaciones desde la investigación feminista, pp. 21–44.
  • De Herdt, Tom i Jean-Pierre Olivier de Sardan. 2023. «Development Anthropology and Social Engineering: A Plea for Critical Reformism». Third World Quarterly, 44(6): 1174–1191.
  • Franzé, Adela. 2013. «Perspectivas antropológicas y etnográficas de las políticas públicas». Revista de Antropología Social, 22: 9–23.
  • Fraser, Nancy i Marta Lamas. 1991. «La lucha por las necesidades: esbozo de una teoría crítica socialista-feminista de la cultura política del capitalismo tardío». Debate Feminista, 3: 3–40.
  • Hannerz, Ulf. 2010. «Diversity Is Our Business». American Anthropologist, 112(4): 539–551.
  • Ivàlua. 2009. Guia pràctica 2. Avaluació de necessitats socials. Barcelona: Institut Català d’Avaluació de Polítiques Públiques.
  • Ivàlua. 2009. Guia pràctica 3. Avaluació del disseny. Barcelona: Institut Català d’Avaluació de Polítiques Públiques.
  • Ivàlua. 2010. Guia pràctica 4. Avaluació de la implementació. Barcelona: Institut Català d’Avaluació de Polítiques Públiques.
  • Ivàlua. Guia pràctica 8. La metodologia qualitativa en l’avaluació de polítiques públiques. Barcelona: Institut Català d’Avaluació de Polítiques Públiques.
  • Ivàlua. 2022. Guia pràctica 19. La incorporació de la participació en l’avaluació de polítiques públiques. Barcelona: Institut Català d’Avaluació de Polítiques Públiques.
  • Lamphere, Louise. 2004. «The Convergence of Applied, Practicing, and Public Anthropology in the 21st Century». Human Organization, 63(4): 431–443.
  • Lassiter, Luke Eric. 2008. «Moving Past Public Anthropology and Doing Collaborative Research». NAPA Bulletin, 29(1): 70–86.
  • Mason, Joanna. 2024. «Illuminating the Craft of Policy: An Anthropological Approach to Policy Ethnography». Anthropology & Medicine, 31(1–2): 18–34.
  • Mosse, David. 2005. Cultivating Development: An Ethnography of Aid Policy and Practice. London: Pluto Press.
  • Nirenberg, Olga, Josette Brawerman i Violeta Ruiz. 2003. Programación y evaluación de proyectos sociales: aportes para la racionalidad y la transparencia. Buenos Aires: Paidós.
  • Osburn, Joe, Guy Caruso i Wolf Wolfensberger. 2011. «The Concept of “Best Practice”: A Brief Overview of Its Meanings, Scope, Uses, and Shortcomings». International Journal of Disability, Development and Education, 58(3): 213–222.
  • Pawson, Ray i Nick Tilley. 1997. Realistic Evaluation. London: SAGE.
  • Podjed, Dan, Meta Gorup i Alenka Bezjak Mlakar. 2016. «Applied Anthropology in Europe: Historical Obstacles, Current Situation, Future Challenges». Anthropology in Action, 23(2): 53–63.
  • Rogers, Patricia. 2014. La teoría del cambio. Síntesis metodológicas: evaluación de impacto, núm. 2. Florència: Centro de Investigaciones de UNICEF.
  • Ruiz Ballesteros, Esteban. 2005. Intervención social: cultura, discursos y poder. Aportaciones desde la antropología. Madrid: Talasa.
  • Wright, Susan, ed. 1994. Anthropology of Organizations. London: Routledge.

Environment (general readings)

  • 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. 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).
  • Gómez, Sílvia. (2022) The Moral and Ethical Baseline of Marine Socio‑Ecological Values: The Case of Recreational and Artisanal Fishing in NW Mediterranean Coastal Waters (Catalonia, Spain). Human Ecology. https://doi.org/10.1007/s10745-022-00354-0.
  • Bennett, J. Nathan (2019) In Political Seas: Engaging with Political Ecology in the Ocean and Coastal Environment, Coastal Management, DOI: 10.1080/08920753.2019.1540905
  • Bennett, N. J., Roth, R., Klain, S. C., Chan, K., Christie, P., Clark, D. A., Cullman, G., Curran, D., Durbin, T. J., Epstein, G., Greenberg, A., Nelson, M. P., Sandlos, J., Stedman, R., Teel, T. L., Thomas, R., Veríssimo, D., & Wyborn, C. (2017). Conservation social science: Understanding and integrating human dimensions to improve conservation. Biological Conservation, 205, 93-108. https://doi.org/10.1016/j.biocon.2016.10.006
  • Bennett, N. J. & Dearden, P. (2014). Why local people do not support conservation: Community perceptions of marine protected area livelihood impacts, governance and management in Thailand. Marine Policy, 44, 107-116
  • Anbleyth-Evans, J., Aswani, S., & Kern Moreira, F. (2025). Indigenous marine resource management, decolonisation and development. Human Geography. https://doi.org/10.1177/19427786251409773
  • Cinner, J. E., & Aswani, S. (2007). Integrating customary management into marine conservation. Biological Conservation, 140(3–4), 201–216. https://doi.org/10.1016/j.biocon.2007.08.008

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

  • Alvarez, Bruna (2025). La reproducción en crisis. In Laia Forné, Estefanía Izrael y Miquel Missé (eds). El precio de la reproducción. Más allá de las tecnologías de reproducción asistida (pp. 27-45). Bellaterra.
  • 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.
  • 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.
  • Desy, Alexandra; Marre, Diana (2024). The Reproductive Journeys of French Women over 40 seeking Assisted Reproductive Technology Treatments in Spain. Social Science & Medicine, 351, 116951.
  • Desy, Alexandra, & Marre, Diana. (2025). Surveillance in Medically Assisted Reproductive Care in France. Medical Anthropology, 44(3): 245-257.
  • Esteban, Mari Luz; Comelles, Josep Maria, Diez, Carmen. (eds.). (2010). Antropología, género, salud y atención. Bellaterra.
  • Fonseca, Claudia; Marre, Diana & Rifiotis, Fernanda (2021) Governança reprodutiva: um assunto de suma relevancia política. Horizontes Antropológicos, 27(61), 7-46.
  • 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.
  • Kaufman, Sharon & Morgan, Lynn (2005). The Anthropology of the Beginnings and End of Life. Annual Review of Anthropology, 34, 317-341.
  • 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.
  • Marre, Diana (2018). El retraso de la maternidad. En Devesa M, Rodríguez A, Veiga A (eds.), Ser madre a los 40 (y más allá). Lo que has de saber (pp. 8-31). Grijalbo / Penguin Random House Grupo Editorial.
  • Marre, Diana (2010). Antropología y reproducción: las prácticas y/(o) la ética. En del Olmo Pintado, Margarita (ed.) Dilemas éticos en antropología. Entretelas del trabajo de campo etnográfico (pp. 93-123). Trotta.
  • Martínez, Ángel. (2008). Antropología médica. Teorías sobre la cultura, el poder y la enfermedad. Barcelona, Anthropos.
  • 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, 367: 17760.
  • Martone Paula; Molas, Anna & Marre, Diana (2025). De la incubadora a la Placenta Artificial: Un recorrido por la historia de las tecnologías neonatales y algunos apuntes para el futuro. AFIN, 151: Castellano. AFIN, 151: Català. AFIN, 151: English.
  • Martone Paula; Molas, Anna & Marre, Diana (2026). Naturalizing machines, mechanizing bodies: constructions of personhood at the NICU. Medical Anthropology, 45(3): 227–241.
  • 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.
  • Remorini, Carolina; Colavolpe Severi, Giulia; Desy, Alexandra; Rodríguez-Jaume, María-José; Llurba, Elisa; Marre, Diana (2025). Pérdidas gestacionales del primer trimestre: visibilidad, reconocimiento y atención. Resumen Ejecutivo. Cc by 4.0.
  • Remorini, Carolina; Colavolpe Severi, Giulia; Desy, Alexandra; Rodríguez-Jaume, María-José; Llurba, Elisa; Marre, Diana (2025). ¿Cómo podemos mejorar la atención sanitaria de pérdidas de embarazo en el primer trimestre? Recomendaciones basadas en la evidencia. Cc by 4.0.
  • Sargent, Carolyn 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.

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