Learning objectives
- To acquire the fundamental concepts and tools of cultural anthropology.
- To broaden their horizons and vision of the world; to learn to
deconstruct stereotypes and question the assumptions of common sense;
to develop reflexivity; to develop critical thinking;
- to become accustomed to listening to others; to understand inequalities
and hierarchies in social, kinship and gender relations; to understand
social dynamics in relation to processes of globalization, migration, and
intercultural processes; to apply the concepts learned in the educational
profession and in understanding educational processes.
- To acquire the ability to communicate information, ideas, and
anthropological and ethnographic issues to specialist and non-specialist
interlocutors
Prerequisites
None
Course unit content
The first part of the course will focus on concepts, practices and methodologies of cultural anthropology, paying particular attention to epistemological issues and to the dimension of ethnographic research, several examples of which will be provided. After having historically contextualised the birth of anthropology and the change of ethnographic perspective we will move on to the analysis of some fundamental concepts such as those of culture, habitus, cultural relativism (epistemological and ethical), stereotype, identity, gender, kinship,
ethnocentrism, cultural translation, highlighting the complexity and the
peculiarity of anthropological discourse as a critical tool for reading
different social processes. Special attention will be paid to fundamental themes of contemporary society such as migration and mobility, intercultural processes, gender and new forms of kinship.
In the second part of the course
we will focus on some case studies in specific ethnographic contexts, with a particular focus on the context of the Cape Verdean archipelago where there has been since the 1970s a strong feminisation of migration and a profound renegotiation of gender relations.
Full programme
- - -
Bibliography
1) Fabio Dei, Antropologia Culturale, il Mulino (cap 1, 2,3, 4, 5, 6, 12, 14 e 15)
2) Giuffrè M., Genere in B. Riccio (a cura di), Antropologia e Migrazioni, Roma, CISU, 2014 (pdf su pagina Elly del corso)
3) Gallo E., “Mascolinità, Razzismo E Lavoro Domestico. Prospettive Dal Caso Italiano”, AM, Rivista Della Società Italiana Di Antropologia Medica, Vol. 14, n. 33-34, ottobre 2012 (pdf su pagina Elly del corso)
4) Una monografia a scelta tra le seguenti:
- Giuffrè M., Donne di Capo Verde, CISU, 2007.
- Giuffrè M., Pozzi G., Nessuna isola è un'isola. Nessuna isola è un’isola
Insularità, trasformazioni sociali
e processi identitari a Capo Verde, Lares, numero monografico 3 – 2023
Anno LXXXIX.
-Pinelli B., Migranti e Rifugiate. Antropologia, genere e politica, Raffaello Cortina, Milano, 2019.
- Vietti F., Il paese delle Badanti. Meltemi, 2019.
Teaching methods
The lessons will take place in person but with the possibility of using
materials on the Elly page of the course. During classes I will explain in detail the content of the exam texts and provide insights and examples with the aid of PowerPoint. I will also offer in-depth seminars and lead the students in group discussions on specific topics and exercises, to
be decided on together with students.
Assessment methods and criteria
Oral examination. The exam will focus on the entire exam program
indicated, including both the theoretical and monographic components.
Students are invited to engage with the materials in a way that connects
the field research (or their chosen monograph) with the theoretical
component of the lecture and the manual. The oral part will follow the following evaluation: the student will answer
the questions correctly using an appropriate language, communication
skills, and showing an excellent ability to apply, make connections,
autonomy of judgment and critical re-elaboration of concepts (from 28 to
30 e Lode); the student will answer correctly the questions using an
appropriate language, communication skills, and showing a good ability
to apply, sufficient autonomy of judgment and critical re-elaboration of
the concepts (from 25 to 27); the student will answer the questions
correctly using a sufficiently appropriate language (from 21 to 24); the student will answer correctly at least a part of the essential questions
using a sufficiently appropriate language (from 18 to 20).
Other information
Availability to also provide tutoring (e.g. office hours, explanations in the
classroom) in a foreign language for Erasmus students or those on the
move: English. Availability to also hold exams with the aid of a foreign
language: English
2030 agenda goals for sustainable development
objectives 5, 10 , 16
