27309 - Social Anthropology (1)

Course Unit Page

  • Teacher Luca Jourdan

  • Credits 6

  • SSD M-DEA/01

  • Teaching Mode Traditional lectures

  • Language Italian

  • Course Timetable from Sep 25, 2019 to Oct 31, 2019

Academic Year 2019/2020

Learning outcomes

At the end of the course, the student will master the main lines of the history of social anthropology and he will acquire a critical knowledge of the anthropological paradigms aimed at studying different forms of personal dependence, work and social exclusion. Besides, he will master the anthropological debate on anthropocene and inequality.

Course contents

The course is divided into 2 modules of 6 CFU each. Students with the exam of 12 CFU will have to study the books indicated in both modules; student with the exam of 6 cfu will have to choose one module. The general goal of the course is to shed light on the anthropological debates on inequality and Anthropocene.

During the first module, we will focus on two main topics: 1) inequalities 2) mobility, frontiers, and citizenship. The issue linking the two topics is social exclusion. Therefore, we will try to explore, through a genealogical perspective, the different politics that are fuelling inequality end promoting the criminalization of the poor. Through an ethnographic perspective, we will explore the anthropological approach to inequality focusing on the present phase characterized by a concentration of wealth that produce marginality and social conflicts which are often governed through racist and securitarian politics. Besides, we will focus on the shift from a neoliberal ideology to souvregnism, characterized by an increase of xenophobia and an attempt to enforce and create barriers that interrogates the issues of frontiers and citizenship.

In the second module two macro themes will be addressed: 1) ecological crisis 2) inequality. First, we will focus on the anthropological debate on Anthropocene, that is to say on the current era in which human action increasingly conditions and determines the environment in a process out of control that develops itself at a local and global scale. Then, we will focus on work and its transformations. Through the analysis of specific ethnographic cases, we will analyse the net of causality between industrial pollution and health and between environment protection and work protection, shedding light on the different fields (scientific, juridical and political) in which all these questions operate.

Readings/Bibliography

There is no difference between attending and non attending students.

First part (2 books):

1) Hickel J. 2018. The divide. Guida per risolvere la disuguaglianza globale, Il Saggiatore.

2) One book to be chosen among:

Khosravi S. 2019, Io sono confine, Elèuthera.

Bourgois P., Schonberg J. 2011. Reietti e fuorilegge. Antropologia della violenza nella metropoli americana, Derive Approdi.

Second part (2 books):

1)  Moore J., 2017, Antropocene o capitalocene? Scenari di ecologia-mondo nella crisi, ombre corte.

2) One book to be chosen among:

Ravenda A.F., 2018, Carbone. Inquinamento industriale, salute e politica a Brindisi, Meltemi.

Sanò G., 2018, Fabbriche di plastica. Lavoro nell'agricoltura industriale,Ombre Corte.

Teaching methods

Lessons will be frontal and occasionally the teacher will use audiovisual material to give more concreteness to the topics discussed. Students will be solicited to ask questions and open up debates on the issues addressed in the course.

Assessment methods

The exam is written, and the inscriptions have to be made on the website almaesami. Students with 12 cfu exam will have to study four books; students with 6 cfu exam will have to study 2 books according to the list above.

Students with 12 cfu exam will have 150 minutes to answer 4 questions; students with 6 cfu exam will have 80 minutes to answer 2 questions.

They will have to prove to be able to contextualize the texts, to place them within the history of discipline and to reconstruct their theoretical frameworks. They will have two hours and thirty minutes to answer to four open questions on the computers in the computer lab. The program is the same both for students attending classes as well as for the non-attending ones.

Teaching tools

The teacher will occasionaly use audio-visual sources (documentaris, maps and photos)

Office hours

See the website of Luca Jourdan