This course introduces students to the most important concepts and approaches used by anthropologists in understanding socio-cultural variation focusing on : holistic approach, fieldwork, ethnicity, gender, migrations, transnationalism and globalism.
teacher profile teaching materials
Further, students will apply the project management lifecycle: conception, initiation and objectives; planning; execution; performance/monitoring, evaluation and project close.
Fusaschi M., 2003 I segni sul corpo. Per un’antropologia delle modificazioni dei genitali femminili, Bollati Boringhieri, Torino.
Michela Fusaschi, 2010 «Victimes à tout jamais : les enfants et les femmes d’Afrique. Humanitarisme spectacle et rhétoriques de la pitié », in Cahiers d’Études africaines, CC: 1033-1053 ( pdf in Teams files)
Lila Abu-Lughod, Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others, in American Anthropologist, Vol. 104, No. 3 (Sep., 2002), pp. 783-790 (pdf in Teams files).
Jean-Pierre Olivier de Sardan, La politica del campo. Sulla produzione dei dai in antropologia, in F. Cappelletto, Vivere l'etnografia, SEID,(PDF in Teams files).
Antonino Colajanni, La cooperazione internazionale contemporanea di "solidarietà", in opposizione alla "cooperazione di interesse economico e politico" in Antropologia Pubblica, 4 (1) 2018, ISSN: 2531-8799 (PDF in Teams files)
Jean-Pierre Olivier de Sardan, Antropologia e sviluppo. Saggi sul cambiamento sociale è un libro , Raffaello Cortina, Milano, 1995 (parti indicate dalla docente).
Fruizione: 21810450 ANTROPOLOGIA DELLO SVILUPPO in Scienze politiche L-36 FUSASCHI MICHELA
Programme
The course presents the essential anthropological concepts and methods in understanding socio-cultural diversity ( culture/s, fieldwork, ethnicity, gender, migrations, transnationalism and globalisation). In a second step, the course presents the concepts in the Anthropology of development as follow: the historical relationship between colonialism, development and globalisation; the humanitarian reason focusing on gender perspective; the concept of development as a discourse and how it is experienced differently by local social actors; how and why it is fundamental to challenge perspectives that privilege an overwhelming reliance on economic indicators for measuring or quantifying development.Further, students will apply the project management lifecycle: conception, initiation and objectives; planning; execution; performance/monitoring, evaluation and project close.
Core Documentation
F. Pompeo, Elementi di antropologia critica, Meti, Torino ed. 2018 (non precedenti)Fusaschi M., 2003 I segni sul corpo. Per un’antropologia delle modificazioni dei genitali femminili, Bollati Boringhieri, Torino.
Michela Fusaschi, 2010 «Victimes à tout jamais : les enfants et les femmes d’Afrique. Humanitarisme spectacle et rhétoriques de la pitié », in Cahiers d’Études africaines, CC: 1033-1053 ( pdf in Teams files)
Lila Abu-Lughod, Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others, in American Anthropologist, Vol. 104, No. 3 (Sep., 2002), pp. 783-790 (pdf in Teams files).
Jean-Pierre Olivier de Sardan, La politica del campo. Sulla produzione dei dai in antropologia, in F. Cappelletto, Vivere l'etnografia, SEID,(PDF in Teams files).
Antonino Colajanni, La cooperazione internazionale contemporanea di "solidarietà", in opposizione alla "cooperazione di interesse economico e politico" in Antropologia Pubblica, 4 (1) 2018, ISSN: 2531-8799 (PDF in Teams files)
Jean-Pierre Olivier de Sardan, Antropologia e sviluppo. Saggi sul cambiamento sociale è un libro , Raffaello Cortina, Milano, 1995 (parti indicate dalla docente).
Type of delivery of the course
Course in form of a seminar with student involvement, audiovisual material. Attendance and active participation are essential.Type of evaluation
For the students attending: 1 - Mid term written exam based on multiple choice questions . 2. finale exam based on open and multiple choice questions. The final grade is formed by 90% on the written tests 1.and 2.; 10% on attendance and active participation during classes .