Tools for Understanding Social Situations
Code: 43657Credits: 9
| Degree programme | Type | Course |
|---|---|---|
| Social Policy and Community Action | OB | 1 |
Contact lecturer
- Name :
- Carolina Alejandra Muñoz Mendoza
- Email :
- carolina.munoz@uab.cat
Teaching staff (external to UAB)
- Sandra Ezquerra
Group languages
You can consult this information at the end of the document.
Prerequisites
There are no prerequisites for this course.
Objectives
The objective of this course is for students to carry out concrets exercises analyzing contemporary social reality, using systematic observation and study tools, that contribute to improving social and community policies and programs.
Learning outcomes
- (CA09) Create own resources for the application of participatory invigoration techniques, which address the complexity of social policies and specific community actions.
- (CA10) Adapt teamwork tools generating synergies that promote the definition of responsibilities, coordination of tasks and mutual collaboration.
- (KA09) Recognise the main theoretical responses for the understanding of social reality, emphasising the role of social policies at the local level.
- (KA10) Identify the institutional design, organisational models and interconnection of social policies at the local level, distinguishing related actors and their roles.
- (SA09) Analyse specific cases of social policies and community actions, from a perspective of complex social reality.
- (SA10) Analyse alternatives for solutions and/or areas for improvement that can strengthen methods for facing complexity in social policies and community actions.
Contents
• Approaches to the analysis of contemporary social reality.
• Social policies and analysis of social reality at the local level.
• Institutional design and regional and municipal organizational models.
• Relationship between regional and municipal social projects, programs, and plans in the implementation of social policies.
• Relationship between social policies, political mandate, professional positioning, and population demands.
• Limits and opportunities for community action based on its relationship with policies defined at the supra-municipal level.
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Type: Autonomous | |||
| Readings, Information search, Observations, Review and/or creation of written, educational or audiovisual materials, Reflections, notes and personal study, Essays, among others. | 102.5 | 4.1 | CA09, CA10, KA09, KA10, SA09, SA10 |
| Type: Guided | |||
| Case study visits, Master classes, Guest talks, Debates, Observations,Tours, Walks. | 50 | 2 | CA09, CA10, KA09, KA10, SA09, SA10 |
| Type: Supervised | |||
| Theoretical-conceptual and practical application exercises | 22.5 | 0.9 | CA09, CA10, KA09, KA10, SA09, SA10 |
The course is based on and applies the “Empirical Case Methodology” and, more specifically, “Case Analysis for Training or Educational Purposes.” The central focus is on “practical case studies,” where students will make in-person (field) visits to different areas of Catalonia to learn about specific experiences with social and community policies and programs and the various actors involved.
The activities combine theoretical-conceptual classes, including one specifically on the methodology of practical case studies, where students will learn about its fundamentals, characteristics, and applications as a framework prior to the field visits. The other classes include contemporary approaches to the analysis of social reality with the aim of providing a preliminary analytical framework that students will have to apply to the cases. Subsequently, the practical case studies themselves are carried out, including a contextualization session, field visits, and an analysis and closing session, where guidance is provided on the final projects that students will have to submit.
Each case study combines lectures with field visits, readings, group and/or individual exercises, and support for their completion.
Prior to the visits, students will have to seek contextual information about the territories to be visited, beyond what is provided in the course.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Exercise during the course nº1 | 20% | 20 | 0.8 | KA10, SA09 |
| Exercise during the course nº2 | 20% | 20 | 0.8 | KA09, SA10 |
| Final Exercise Case 5.1 | 60% | 10 | 0.4 | CA09, CA10, KA09, KA10, SA09, SA10 |
The assessment system will consist of three assessment activities: two during the course (partial grades) and one at the end. The instructor's evaluation will be determined by specific criteria focused on the students' ability to integrate all the content covered in the classes, the visits, the supplementary materials, and the discussions generated with the students themselves.
Prior to each assessment, students will be informed of the specific criteria under which their work will be assessed, and the corresponding grade will be assigned.
Students will have access to spaces at the center where classes are held to promote exchange and shared reflection when completing their assessment work.
Attendance at all activities in this course is 100% mandatory; absences from any of these activities must be justified by the Master's Coordinator and, if authorized, may not exceed 20%.
A student will be considered to have obtained a grade of Not Assessable if they have attended fewer than 80% of the module sessions without authorization from the Master's Coordinator, even if they have previously submitted a project and received a partial grade.
The commission of any irregularity in an assessment (academic fraud, plagiarism or improper use of AI, unless such use is expressly authorised in the course guide), which may lead to a significant change in the grade, will result in that attempt being marked with a 0. If the course guide stipulates that obtaining a minimum mark in this assessment is a prerequisite for passing the module, or if multiple irregularities occur in the assessments for the same module, the final mark for that module will be 0. In addition, disciplinary proceedings may be initiated against any student who commits any of these irregularities.
Bibliography
Carrasco Bengoa, Cristina (2017). Economía feminista: enfoques y propuestas. Ekonomiaz: Revista Vasca de Economía, (91), 52–77.
Carrasco, C. (2011). La economía del cuidado: planteamiento actual y desafíos pendientes. Revista de Economía Crítica, 11, 205-225.
Coscarello, Mario., Rodríguez-Labajos Beatriz (2015) ¿Certificación ‘de papel’ o de relaciones humanas? Los sistemas de garantía participativa como iniciativas de soberanía alimentaria local. Ecología Política, Núm. 49, p. 35-41
Cuéllar Padilla, M., Sevilla Guzman, E. (2009). Aportando a la construcción de la Soberanía Alimentaria desde la Agroecología. Ecología política, 43-51
Diaz, L. O. (2024). Claves para hacer análisis de casos.
Ezquerra, S., Celi, Patricia. (2023). Model de municipi cuidador. Diputació de Barcelona.
Ezquerra, S., Rivera., C Álvarez, I. (2017). Diálogos entre la Economía Feminista y la Economía de los Comunes: la democratización de los cuidados. En Abasolo, O., Brieva, M., Ezquerra, S., C Fernández, M. (2023, juny). Diagnosi sobre les necessitats de cura d’infants de 0 a 1c anys als municipis de la comarca d’Osona. Universitat de Vic–Universitat Central de Catalunya.
Fernández-Casadevante, J., García, J., Gopegui, B., Herrero, Y., Ladrero, V., (Eds.), Rebeldías en común. Sobre comunales, nuevos comunes y economías cooperativas (pp. 69-90). Libros en
Keller Garganté, C. (2017). Grupos de Crianza Compartida: una alternativa comunitaria en la organización del cuidado en la primera infancia. Quaderns-e de l’Institut Català d’Antropologia, 2(22), 167-182
López-García, Daniel. (2012) Canales cortos de comercialización, un elemento dinamizador. Soberanía alimentaria, biodiversidad y culturas,
Pérez Orozco, A. (2017). ¿Espacios Económicos de subversión feminista? En C. Carrasco & C. Díaz (Eds.), Economía feminista. Desafíos, propuestas, alianzas (pp. EntrePueblos.
Trevilla-Espinal, Diana Lilia. (2018). Ecofeminismos y agroecología en diálogo para la defensa de la vida. Revista la Agroecóloga.
Software
No software is required.
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 | Catalan/Spanish | second semester | morning-mixed |
| (VEXTm) Visites externes a entitats (màster) | 1 | Catalan/Spanish | second semester | morning-mixed |