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Comparative Research

Code: 43149
Credits: 12
2026/2027
Degree programme Type Course
Anthropology: Advanced Research and Social Intervention OP 1

Contact lecturer

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

Teaching staff

Jose Sanchez Garcia
Diana Marre Cifola
Ana Cerezuela González
Anna Maria Piella Vila
Maria Montserrat Clua Faine
Jorge Grau Rebollo
José Mansilla Lopez
Josep Lluís Mateo Dieste
Alice Marie-Sophie Van Den Bogaert

Group languages

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

Prerequisites

There are no previous requirements.

Objectives

This module is part of the specialization E1 "Ethnographic and Transcultural Research" and it comprises both semesters.

Goals:

  • To understand the dialectics between particularism and comparison that reflects the development of the history of Anthropology
  • To identify the most relevant theoretical debates concerning the concepts of personhood, body and identity, both from the perspective of a group (collective ethnic identities) as from the person’s viewpoint, in order to apply them to specific ethnographic studies and delimited comparisons.
  • To Identify and to analyse various parenting scenarios in contexts of sociocultural vulnerability within the scope of the Anthropology of Kinship and ethnographic research.
  • To understand how to apply ethnographic research in different research areas.
  • To critically and historicallyanalyze the concept of identity in relation to national belonging within contemporary nation-states.
  • To get relevant knowledge about the field of multi-disciplined ethnography in transnational fields.

Learning outcomes

  1. Identify important elements in institutional documents and/or scientific texts that help to formulate judgments and reflect on social and ethical responsibilities in anthropology.
  2. Systematically link up concepts, and theories within the discipline that fit in with the specific ethnographic research context.
  3. Understand and use information and communication technologies in accordance with the ethnographic context chosen for study and/or intervention.
  4. Defend arguments clearly, precisely and appropriately within the context, and at the same time value the contributions made by other people.
  5. Identify the forms of cross-cultural comparison used in the formulation and development of anthropological theories.
  6. Apply the knowledge acquired to problem-solving in particular ethnographic contexts.
  7. Present conclusions and intervention proposals in the context of research
  8. Show mastery of the dialectic between particularity and universality in the themata that appear in different societies in relation to the concepts of body, person and identity.
  9. Choose the most appropriate form of comparison for the investigation of a social and cultural problem.
  10. Choose comparable units of analysis in cross-cultural research.
  11. Integrate primary and secondary ethnographic data from varying sources.

Contents

The module is divided into 5 blocks.


Block 1. The notion of the person in Central Africa, tropical America, and India.


  1. Theoretical introduction to the notion of the person in the West.
  2. Notion of the person in India.
  3. Notion of the person in the Arab world.
  4. Notion of the person in Europe.


Block 2. Kinship and ethnographic research.


  1. Kinship, parenting and social vulnerability.
  2. Extended parental care and support in vulnerable context.
  3. Sociocultural vulnerability and health: access and use of biomedical health services during pregnancy and parenting.
  4. Measures for the protection of vulnerable children
  5. Aggravated vulnerability: institutional violence in women and children, victims of gender violence.
  6. Housing and Parenting support networks in multi-crisis contexts.
  7. Role of audiovisual media and social advertising in addressing vulnerable parenting.
  8. Vulnerable children in contexts of multiple crises: family resources and community coping strategies. Presentation of cases and collective discussion.


Block 3. (In)mobilities, tourism and ethnographic approaches.


  1. Section presentation: relationships between anthropology and tourism.
  2. Urbanization, architecture, tourism.
  3. Latest trends in tourism anthropology studies.


Block 4. Identities, nationality and citizenship rights.


  1. Introduction: identity – nationality – citizenship.
  2. The confusion of concepts Identity, identities, identification.
  3. Limitations of citizenship rights: biology, race and racis.
  4. Limitations of citizenship rights: culture, ethnicity and xenophobi.
  5. Nation, nationality and nationalism: the delimitation of membership in the modern nation-stat.
  6. Identity, racism and xenophobia in Cataloni.
  7. Presentation of cases by students (application of the syllabus to your TFM).


Block 5. Moroccan migrations to Europe: between two shores.


  1. Rethinking migration history: from colonialism to gast-arbeiters
  2. Sung emigration: songs as a source of analysis
  3. Living in Europe, marrying in Morocco. Transnational kinship
  4. Beards, veils and cultural reconstruction
  5. The transnational body: demons on both sides of the Strait of Gibraltar. Conclusions.


Learning activities and methodology

Title Hours ECTS Learning outcomes
Analysis of ethnographic and audiovisual documentation. 7 0.28 7, 8, 9, 10, 11
Lectures and master classes 68 2.72 4, 7, 10
Essay preparation and writing 40 1.6 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Presentation / oral expositions 15 0.6 3, 9
Personal study 60 2.4 3, 5, 7, 10
Analysis of academic articles / reports. 36 1.44 4, 5, 6, 7
Reading and analysis of academic articles / reports 50 2 1, 3, 5, 7, 10
Tutoring 24 0.96 5, 6, 7, 8, 9, 10
  • Lectures and master classes
  • Reading and analysis of academic articles / reports.
  • Analysis of ethnographic and audiovisual documentation.
  • Presentation / oral expositions
  • Personal study
  • Tutoring
  • Essay preparation and writing.
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
Submission of reports / short essays 30% 0 0 4, 5, 6
Attendance and active participation in the classroom 20% 0 0 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11
Essay writing 50% 0 0 4, 5

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 must be considered:

  • Regular assistance and participation: First, to ensure that the expected learning results are obtained, we consider it fundamental that students regularly attend lectures 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 grade 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, computer lab assignments, 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.
  • Evaluation of the final paper for the module: Last, the grade obtained on a final paper constitutes the remaining 50% of the final grade for the module. In addition, 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 aspecific 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 will be advertised at the module's Moodle.
  • On carrying out each evaluation activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place

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.

Students will obtain a Not assessed/Not submitted course grade unless they have submitted more than 30% of the assessment items. 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.


The concept of Persona: Asia, Africa, Arab World and Europe: The assessment will be done in the classroom, but it will be necessary to read the required readings in advance.

Kinship and Ethnographic Research: Assessment requires reading two mandatory articles and presenting (in pairs) a case study of child-rearing in a context of vulnerability, identifying and discussing the type of vulnerability based on the framework proposed in the articles. A guide for completing the exercise will be provided.

(Im)mobilities, tourism and ethnographic approaches: The assessment will be focused on the reading and subsequent review of a text from the mandatory readings.

Identities, nationality and citizenship rights:Tthe assessment requires the mandatory reading of two articles that will be worked on and assessed in the classroom.

Moroccan migrations to Europe: between two shores: Presentation of a short essay in which you pose a problem from your own research, linked to a topic in the block and to one of the proposed readings; or a critical review of one of the proposed readings.


General criteria

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.

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

The qualification \"not assessable\" in the final records of evaluation implies the exhaustion of rights inherent in theenrolment to the module, although the \"not assessable\" module will not figure in the academic transcript.

Plagiarism:

In the event that the student commits any irregularity or academic fraud (plagiarism, unauthorized / declared use of Artificial Intelligence tools, etc.) that could lead to a significant variation in the grade of an assessment act, this assessment act will be graded with 0, regardless of the disciplinary process that may be instructed. In the event of several irregularities in the evaluation acts of the same module, the final grade for this subject will be 0.

The AI teahing model is 2, which requires transparency and agreed, critical and limited use. When there is suspicion that students have used AI to generate assessable documents illegally, the teacher reserves the right to assess this knowledge through an alternative route (for example, oral test).

In the event that the evaluation activities cannot be done in situ, their format will be adapted (maintaining their weighting) to the possibilities offered by the UAB’s virtual tools. Homework, activities and participation in class will be done through forums, wikis and / or discussions of exercises through Teams, ensuring that all students have access to it.

This subject/module does not incorporate single assessment.

Bibliography

Required bibliography

Block 1. The notion of the person in Central Africa, tropical America, and India:

Bayat, Aaef (2020). Reclaiming youthfulness. In A. Bayat, Life as politics: How ordinary people change the Middle East (pp. 106–128). Stanford University Press.

Busby, Cecilia (1999). Agency, power and personhood: Discourses of gender and violence in a fishing community in south India. Critique of Anthropology, 19(3), 227–248. [se corrige el número de página porque el artículo completo abarca más de una página]

Chandra, Uday, & Majumder, Atreyee (2013). Introduction: Selves and society in postcolonial India. South Asia Multidisciplinary Academic Journal, (7). https://doi.org/10.4000/samaj.3631

Delaney, Carol (1991). The Body of Knowledge. The seed and the soil: Gender and cosmology in Turkish village society (pp. 25-98). University of California Press.

Martone, Paula; Molas, Anna; & Marre, Diana (2026). Naturalizing machines, mechanizing bodies: Constructions of personhood at the NICU. Medical Anthropology, 45(3), 227–241. https://doi.org/10.1080/01459740.2026.2653862

Mbembe, Achille ([2006] 2011). Necropolitics (pp. 17–77). Melusina.


Block 2. Kinship and ethnographic research.

González Echevarría, Aurora et al. (2010) “Sobre la definición de los dominios transculturales. La Antropología del Parentesco como teoría sociocultural de la procreación”, Alteridades, 20 (39), pp. 93-106

http://www.scielo.org.mx/pdf/alte/v20n39/v20n39a8.pdf

Grau, J., Piella, A., González Echevarría, A., Valdés, M. (2021) “Vulnerabilidad sociocultural en contextos de crianza: Retos teóricos y propuesta analítica”. Disparidades. Revista de Antropología. 76(2), julio-diciembre 2021 ISSN: 2659-6881

https://doi.org/10.3989/dra.2021.021


Block 3. (Im)mobilities, tourism and ethnographic approaches

Gascón, Jordi (2015): Residential tourism and depeasantisation in the Ecuadorian Andes, The Journal of Peasant Studies, DOI: 10.1080/03066150.2015.1052964

Lefebvre, Henri (1970). El derecho a la ciudad. Península.

Nogués Pedregal, A. Miguel (2006). ‘Dar valor’ y ‘poner en valor’. dos estrategias para el desarrollo significativo del patrimonio en contextos turísticos. Actas del II Congreso Internacional de Patrimonio Cultural y Cooperación al Desarrollo. Universidad Politécnica de Valencia, 291-311.

Yanes Torrado, S., & Mansilla, J. (2024). Cerrado por vacaciones. Retratos de un vacío turístico. PASOS Revista De Turismo Y Patrimonio Cultural, 22(3), 415–428. https://doi.org/10.25145/j.pasos.2024.22.028


Block 4. Identities, nationality and citizenship rights

Billig, Michael, “Nations and Languages”, en Banal Nationalism, London: SAGE Publications, 1995:13-36.

Brubaker, Rogers & Cooper, Frederick. “Beyond «identity»”. Theory and Society. 29 (1-47), 2000.

Connor, Walker. “El caos terminológico (“una nación es una nación, es un Estado, es un grupo étnico, es…”), en Etnonacionalismo, Madrid: Trama editorial, 1998: 85-111.

Clua i Fainé, Montserrat. “Catalanes, inmigrantes y charnegos: «raza»,«cultura» y «mezcla» en el discurso nacionalista catalán”. Revista de Antropología Social. Vol. 20 (2011): 55-75. https://revistas.ucm.es/index.php/RASO/article/view/36262/35111

Mullings, Leith. «Interrogando El Racismo. Hacia Una Antropología Antirracista». Revista CS, n.º12 (diciembre 2013), 325-75. https://www.icesi.edu.co/revistas/index.php/revista_cs/article/view/1683

Stolcke, Verena: “Talking Culture. New Boundaries, New Rhetorics of Exclusion in Europe”, Current Anthropology, 36, 1995:1-24: https://www.jstor.org/stable/2744220


Block 5. Moroccan migrations to Europe: between two shores

Gazzah, Miriam. (2008). Rhythms and Rhymes of Life Music and Identification Processes of Dutch-Moroccan Youth, Leiden-ISIM, Amsterdam University Press.

Mateo Dieste, Josep Lluís. (2013). “Estrategias matrimoniales y parentesco entre las clases populares del norte de Marruecos y la emigración a Cataluña”, Revista Internacional de Sociología, vol. 71, nº 2, pp. 415-439.

––. (2021). “Ruqya and the olive branch: A bricoleur healer between Catalonia and Morocco”, Annabelle Böttcher, Birgit Krawietz (eds.), Islam, Migration and Jinn. Spiritual Medicine in Muslim Health Management, Cham, Palgrave-MacMillan, pp. 99-120.

Moreras Palenzuela, J. (coord.), Alonso Cabré, M.; Ghali Bada, K.; López Bargados, A.; Solé Arraràs, A. (2017). Diàspores i rituals. El cicle festiu dels musulmans de Catalunya, Temes d’Etnologia de Catalunya, núm. 28, Barcelona, Generalitat de Catalunya, Dep.de Cultura.

Sayad, Abdelmalek. (2010). La doble ausencia. De las ilusiones del emigrado a los padecimientos del inmigrado, Barcelona, Anthropos, pp. 27-54.



Complementary Bibliography:

AADD. (2006). Qu'est-ce qu'un corps? Afrique de l'Ouest / Europe Occidentale / Nouvelle Guinée / Amazonie. Musée du Quai Branly / Flammarion.

Barth, Fredrick (1976). Introducción. En Fredrick Barth (Ed.), Los grupos étnicos y sus fronteras (pp. 9-49). F.C.E. (Trabajo original publicado en 1969).

Bastide, Roger ([1971]1993). Le principe d'individuation (contribution à une philosophie africaine). En Germaine Dieterlen (Ed.), La notion de personne en Afrique noire (pp. 34-43). Éditions L'Harmattan.

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

Billig, Michael (2014). Nacionalismo banal. Capitan Swing.

Brubaker, Rogers, & Cooper, Frederick (2000). Beyond "identity". Theory and Society, 29, 1-47.

Busby, Cecilia (1999). Agency, power and personhood: Discourses of gender and violence in a fishing community in south India. Critique of Anthropology, 19(3), 22.

Cagiao, Jorge (2018). Micronacionalismos ¿No seremos todos nacionalistas? Libros La Catarata.

Carrithers, Michael, Collins, Steven, & Lukes, Steven (Eds.). (1985). The Category of the Person: Anthropology, Philosophy, History. Cambridge University Press.

Cerezuela González, Ana; Remorini, Carolina & Marre, Diana (2026). Dialogues of obstetric risk in the first trimester of pregnancy: Insights from a hospital ethnography. Social Science & Medicine, 392, 118985. https://doi.org/10.1016/j.socscimed.2026.118985

Chandra, Uday, & Majumder, Atreyee (2013). Introduction: Selves and society in postcolonial India. South Asia Multidisciplinary Academic Journal, (7). https://doi.org/10.4000/samaj.3631

Clua i Fainé, Montserrat (2011). Catalanes, inmigrantes y charnegos: "raza", "cultura" y "mezcla" en el discurso nacionalista catalán. Revista de Antropología Social, 20, 55-75. https://doi.org/10.5209/rev_RASO.2011.v20.36262

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 Dieste, & Montserrat Clua i Fainé (Eds.), Humanidad: categoría o condición: un viaje antropológico (pp. 287-311).

Cohen, Erik, & Cohen, Scott A. (2012). Current sociological theories and issues in tourism. Annals of Tourism Research, 39(4), 2177-2202.

Connor, Walker (1998). El caos terminológico ("una nación es una nación, es un Estado, es un grupo étnico, es…"). En Etnonacionalismo (pp. 85-111). Trama Editorial.

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

Descola, Philippe (2004). Las cosmologías indígenas de la Amazonía. En Alexandre Surrallés & Pedro García Hierro (Eds.), Tierra adentro: Territorio indígena y percepción del entorno (pp. 25-35). IWGIA.

Dumont, Louis (1975). Introducción a dos teorías de antropología social. Anagrama. (Parte 3, pp. 91-139).

Eriksen, Thomas Hylland ([1991]2002). Ethnicity and Nationalism. Pluto Press.

Eriksen, Thomas Hylland (2020). Ideological overheating: Openness and closure, fear and loathing in the 21st century world. Revista d'Etnologia de Catalunya, 45, 18-29. https://cultura.gencat.cat/ca/departament/estructura_i_adreces/organismes/dgcpt/07_publicacions/rec/

Esteban, Mari Luz (2004). Antropología del cuerpo: Género, itinerarios corporales, identidad y cambio. Ediciones Bellaterra.

Fons, Virgínia (2005). Concepto de persona en África central. Oráfrica: Revista de Oralidad Africana, 1, 21-38.

Fonseca, Claudia (2004). Pautas de maternidad compartida en grupos populares de Brasil. En Diana Marre & Joan Bestard (Eds.), La adopción y el acogimiento: Presente y perspectivas (pp. 91-116). Universitat de Barcelona.

Godelier, Maurice, & Panoff, Michel (1998). Introduction. En La production du corps (pp. xi-xxv). Éditions des Archives Contemporaines.

González Echevarría, Aurora, Grau Rebollo, Jorge, & Valdés Gázquez, María (Eds.). (2020). Cultura, Parentesco y Parentalidad. Universitat Autònoma de Barcelona.

González Echevarría, Aurora, et al. (2010). Sobre la definición de los dominios transculturales: La Antropología del Parentesco como teoría sociocultural de la procreación. Alteridades, 20(39), 93-106.

Hall, Stuart (2019). El triángulo funesto: Raza, etnia, nación. Traficantes de sueños. https://www.traficantes.net/sites/default/files/pdfs/TDS_map55_El%20triangulo%20funesto_final_interior.pdf

Héritier, Françoise (1996). La vinculación a la estirpe: Reflexiones sobre los nuevos modos de procreación. En Françoise Héritier, Masculino / Femenino: El pensamiento de la diferencia (pp. 249-272). Ariel.

Koselleck, Reinhart ([1979] 1993). Sobre la semántica histórico-política de los conceptos contrarios asimétricos. En Futuro pasado: Para una semántica de los tiempos históricos (pp. 205-250). Paidós.

La Fontaine, Jean (1985). Person and individual: Some anthropological reflections. En Michael Carrithers et al. (Eds.), The Category of the Person (pp. 123-140). Cambridge University Press.

Latour, Bruno ([1991] 2007). Crisis. En Nunca fuimos modernos (pp. 1-12). Siglo XXI.

Lewis, Oscar (1965). The Children of Sanchez. Penguin Books.

López García, Bernabé, & Berriane, Mohamed (Eds.). (2004). Atlas de la emigración marroquí en España. Taller de Estudios Internacionales Mediterráneos - Ministerio de Trabajo y Asuntos Sociales - UAM Ediciones.

Martínez Mauri, Mònica (2015). Navegantes, autoridades indígenas y turistas en Panamá: Los efectos del turismo sobre el control territorial de las áreas marítimas del pueblo guna. Letras Verdes, 18, 4-26.

Martone, Paula; Molas, Anna & Marre, Diana (2026). Naturalizing Machines, Mechanizing Bodies: Constructions of Personhood at the NICU. Medical Anthropology, 45(3), 227-241. https://doi.org/10.1080/01459740.2026.2653862

Mateo Dieste, Josep Lluís (2013). Estrategias matrimoniales y parentesco entre las clases populares del norte de Marruecos y la emigración a Cataluña. Revista Internacional de Sociología, 71 (2), 415-439.

Mateo Dieste, Josep Lluís (2021). Ruqya and the olive branch: A bricoleur healer between Catalonia and Morocco. En Annabelle Böttcher & Birgit Krawietz (Eds.), Islam, Migration and Jinn: Spiritual Medicine in Muslim Health Management (pp. 99-120). Palgrave-MacMillan.

Melhuus, Merit (2010). Hijos sin madres, padres desconocidos y otros problemas de filiación: Hechos reproductivos e imaginaciones procreativas en Noruega. La historia oficial – y algo más. En Virgínia Fons, Anna Piella, & María Valdés (Eds.), Procreación, crianza y género: Aproximaciones antropológicas a la parentalidad (pp. 27-42). PPU.

Mullings, Leith (2013). Interrogando el racismo: Hacia una antropología antirracista. Revista CS, 12, 325-375. https://www.icesi.edu.co/revistas/index.php/revista_cs/article/view/1683

Piella Vila, Anna, & Uribe, José M. (Coords.). (2019). Escenarios de Parentalidad. AIBR: Revista de Antropología Iberoamericana, 14(3). https://www.aibr.org/antropologia/netesp/1403.php

Ross, Catherine, Mirowsky, John, & Rajulton, Shantha (2010). Powerlessness and the amplification of threat: Neighborhood disadvantage, disorder and mistrust. American Sociological Review, 66, 568-591.

Roy, Olivier (2003). El islam mundializado: Los musulmanes en la era de la globalización. Edicions Bellaterra.

Salazar, Noel B. (2006). Antropología del turismo en países en desarrollo: Análisis crítico de las culturas, poderes e identidades generados por el turismo. Tabula Rasa, 5, 99-128.

Salazar, Noel B. (2010). Towards an anthropology of cultural mobilities. Crossings: Journal of Migration & Culture, 1(1), 53-68.

Sayad, Abdelmalek (2010). La doble ausencia: De las ilusiones del emigrado a los padecimientos del inmigrado. Anthropos.

Sheller, Mimi, & Urry, John (2006). The new mobilities paradigm. Environment and Planning A, 38(2), 207-226.

Storm, Eric, & Al Tuma, Ali (Eds.). (2016). Colonial Soldiers in Europe, 1914-1945: "Aliens in Uniform" in Wartime Societies. Routledge.

Stronza, Amanda (2001). Anthropology of tourism: Forging new ground for ecotourism and other alternatives. Annual Review of Anthropology, 30(1), 261-283.

Van den Bogaert, Alice (2018). Continuidad interior, discontinuidad corporal: la humanidad fragmentada en el Himalaya indio. En Montserrat Ventura, Josep Lluís Mateo Dieste, & Montserrat Clua (Eds.), La humanidad como categoría: Un viaje antropológico (pp. 147-163). Bellaterra.

Ventura i Oller, Montserrat (2006). El cuerpo, marcador de la condición humana: El caso Tsachila del Ecuador. En Begoña Muñoz González & Julián López García (Eds.), Cuerpo y medicina: Textos y contextos culturales (pp. 257-268). Cicon Ediciones.

Ventura i Oller, Montserrat (Ed.). (2010). Fronteras y mestizajes. Publicacions d'Antropologia Cultural, UAB.

Viveiros de Castro, Eduardo (2004). Perspectivismo y multinaturalismo en la América indígena. En Alexandre Surrallés & Pedro García Hierro (Eds.), Tierra adentro: Territorio indígena y percepción del entorno (pp. 37-80). IWGIA.


Software

Students should be familiar with an office suite software (word processor, slide show, spreadsheets, etc.) as well as areference manager (as Mendeley).

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 annual afternoon