Teaching Plan Information

Presentation

This course will provide an overview of some of the main problems and challenges of contemporary thought in relation to our social and political world. Following some main contemporary philosophers and theorists, the course will introduce the framework of situated and feminist epistemologies. This critical framework will first serve as the basis to study the foundations of the modern state and the notion of citizenship through the social/sexual/racial contracts and the dichotomies between the public and the private spheres. Secondly, it will serve to analyze imperialism and colonialism from a philosophical perspective, presenting the main postcolonial and decolonial ideas also in relation to gender. Finally, the course will address philosophical debates on global neoliberalism and its implications for social justice.

Associated skills

1. Comprehension of philosophical and theoretical articles.

2. Identification of the main ideas and arguments of a text.

3. Contextualization of the texts in time and place.

4. Reconstruction and critique of philosophical arguments.

5. Development and application of original ideas.

6. Oral and written communication of knowledge in a clear and articulate way.

7. Discussion of ideas in a respectful way.

8. Identification and critical engagement with the current state of a particular philosophical debate.

9. Use of specialized terminology in contemporary philosophy.

10. Writing rigorous short essays in philosophy at an intermediate level.

11. Ethical commitment.

Learning outcomes

This course will give the student an overview of some main philosophical and theoretical problems of contemporary thought. Students will be exposed to different philosophical traditions and styles. By reading and discussing relevant texts and topics, the course aims at providing students with the main tools to understand and discuss contemporary philosophical questions as well as to engage in critical and original thinking.  

Sustainable Development Goals

SDG1. No poverty

SDG5. Gender equality

SDG10. Reduced inequalities.

SDG 16: Peace, Justice and Strong Institutions

Prerequisites

This course is taught in English and places emphasis on reading and listening comprehension as well as on writing. For this reason it is essential that the students enrolled in the course have a good command of English. 

Contents

1. Situated and feminist epistemologies

- Science, values, and objectivity

- The intersectional perspective: conceptual and political questions

2. The modern state and the concept of citizenship

            - The social/sexual/racial contract

            - The public/private division

3. The colonial world

- Postcolonial and decolonial thinking from the Global South

- Decoloniality and gender

4. Global neoliberalism and belonging

            - Productive and reproductive work

            - Precarious lives and global chains care

Teaching Methods

This is an in-person course that includes plenary sessions and seminars. In the regular plenary sessions the instructor will present the main topics of the course and students are invited to ask questions and engage in discussion. 

In the seminars we will discuss readings previously assigned. The list of texts will be available at the beginning of the course. It is important that students carefully read and prepare the material before the seminar, having in mind that some texts are complex and require time for preparation.

Students' responsibilities and academic performance

• Students have the obligation to keep up with the program and contents of the Aula Global, as well as with any notifications posted by the instructor.
• It is expected from students that they participate and engage in class discussions. Discussing ideas with colleagues and the instructor will help to prepare the written essay and the group project. 
• Please do not overuse email. Assignments, course mechanics and course information will be published through Aula Global. Use email only if your instructor tells you to do so, or in exceptional cases as in emergencies. Students are encouraged to ask their questions and doubts during office hours (and by previous appointment with the professor).
• To use somebody else’s words or ideas without citing their origin is plagiarism and it is seriously penalised. Plagiarism in either of the essays will automatically result in a “fail” in the whole course (more information about what counts as plagiarism will be provided).

Evaluation

The evaluation of this course involves doing three obligatory evaluation activities:

1. Mid term essay (30%): an essay of 2.000 words approximately to be handed in by the middle of the trimester (more information at Aula Global). 
2. Seminar activities and participation (20%): activities to be handed in before the seminars (more information will be available at Aula Global).
3. Final exam (50%): final exam about all the contents of the course.

Students must do the three evaluation tasks in order to pass the course. If the mean of the course does not reach a 5, the student can go to the recovery period and present the mid-term essay or sit at the retake exam. It is sufficient to hand in one task in order to go to the recovery period. The seminars’ activities cannot be repeated.  

Bibliography and information resources

• Anzaldúa, Gloria (1987). Borderlands/La Frontera: The New Mestiza. San Francisco: Spinsters/Aunt Lute.
• Carastathis, Anna. (2014). “The Concept of Intersectionality in Feminist Theory”, Philosophy Compass 9(5): 304–14.
• Crenshaw, Kimberlé (1989). “Demarginalizaing the intersection of race and sex: a black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics”, University of Chicago Forum 140, 139-167.
• De Beauvoir, Simone (1999) The Second Sex, Vintage Classics.
• Fanon, Franzt (1967). Black Skin White Masks. New York: Grove Press.
• Harding, Sandra (ed.) (2004). The feminist standpoint theory reader. New York and London: Routledge.
• Locke, John (1967). Two Treatises of Government (ed. Laslett). 2nd edition, Cambridge: Cambridge University Press.
• Lugones, Maria (2008) “The Coloniality of Gender”, in Wendy Harcourt (ed.), The Palgrave Handbook of Gender and Development. New York: Palgrave MacMillan, pp.13-33.
• Pateman, Carole (1988). The sexual contract. Standford: Stanford University Press.
• Quijano, Anibal (2000). Coloniality of Power, Eurocentrism, and Latin America. Nepantla: Views from South 1, 533–580
• Yeates, Nicola (2005). “Global Care Chains: a Critical Introduction”, Global Migration Perspectives 44.
• Yuval-Davis, Nira (1997). Gender and Nation. London: SAGE Publications.

Teaching Plan Information

Presentation

This course will provide an overview of some of the main problems and challenges of contemporary thought in relation to our social and political world. Following some main contemporary philosophers and theorists, the course will introduce the framework of situated and feminist epistemologies. This critical framework will first serve as the basis to study the foundations of the modern state and the notion of citizenship through the social/sexual/racial contracts and the dichotomies between the public and the private spheres. Secondly, it will serve to analyze imperialism and colonialism from a philosophical perspective, presenting the main postcolonial and decolonial ideas also in relation to gender. Finally, the course will address philosophical debates on global neoliberalism and its implications for social justice.

Associated skills

1. Comprehension of philosophical and theoretical articles.

2. Identification of the main ideas and arguments of a text.

3. Contextualization of the texts in time and place.

4. Reconstruction and critique of philosophical arguments.

5. Development and application of original ideas.

6. Oral and written communication of knowledge in a clear and articulate way.

7. Discussion of ideas in a respectful way.

8. Identification and critical engagement with the current state of a particular philosophical debate.

9. Use of specialized terminology in contemporary philosophy.

10. Writing rigorous short essays in philosophy at an intermediate level.

11. Ethical commitment.

Learning outcomes

This course will give the student an overview of some main philosophical and theoretical problems of contemporary thought. Students will be exposed to different philosophical traditions and styles. By reading and discussing relevant texts and topics, the course aims at providing students with the main tools to understand and discuss contemporary philosophical questions as well as to engage in critical and original thinking.  

Sustainable Development Goals

SDG1. No poverty

SDG5. Gender equality

SDG10. Reduced inequalities.

SDG 16: Peace, Justice and Strong Institutions

Prerequisites

This course is taught in English and places emphasis on reading and listening comprehension as well as on writing. For this reason it is essential that the students enrolled in the course have a good command of English. 

Contents

1. Situated and feminist epistemologies

- Science, values, and objectivity

- The intersectional perspective: conceptual and political questions

2. The modern state and the concept of citizenship

            - The social/sexual/racial contract

            - The public/private division

3. The colonial world

- Postcolonial and decolonial thinking from the Global South

- Decoloniality and gender

4. Global neoliberalism and belonging

            - Productive and reproductive work

            - Precarious lives and global chains care

Teaching Methods

This is an in-person course that includes plenary sessions and seminars. In the regular plenary sessions the instructor will present the main topics of the course and students are invited to ask questions and engage in discussion. 

In the seminars we will discuss readings previously assigned. The list of texts will be available at the beginning of the course. It is important that students carefully read and prepare the material before the seminar, having in mind that some texts are complex and require time for preparation.

Students' responsibilities and academic performance

• Students have the obligation to keep up with the program and contents of the Aula Global, as well as with any notifications posted by the instructor.
• It is expected from students that they participate and engage in class discussions. Discussing ideas with colleagues and the instructor will help to prepare the written essay and the group project. 
• Please do not overuse email. Assignments, course mechanics and course information will be published through Aula Global. Use email only if your instructor tells you to do so, or in exceptional cases as in emergencies. Students are encouraged to ask their questions and doubts during office hours (and by previous appointment with the professor).
• To use somebody else’s words or ideas without citing their origin is plagiarism and it is seriously penalised. Plagiarism in either of the essays will automatically result in a “fail” in the whole course (more information about what counts as plagiarism will be provided).

Evaluation

The evaluation of this course involves doing three obligatory evaluation activities:

1. Mid term essay (30%): an essay of 2.000 words approximately to be handed in by the middle of the trimester (more information at Aula Global). 
2. Seminar activities and participation (20%): activities to be handed in before the seminars (more information will be available at Aula Global).
3. Final exam (50%): final exam about all the contents of the course.

Students must do the three evaluation tasks in order to pass the course. If the mean of the course does not reach a 5, the student can go to the recovery period and present the mid-term essay or sit at the retake exam. It is sufficient to hand in one task in order to go to the recovery period. The seminars’ activities cannot be repeated.  

Bibliography and information resources

• Anzaldúa, Gloria (1987). Borderlands/La Frontera: The New Mestiza. San Francisco: Spinsters/Aunt Lute.
• Carastathis, Anna. (2014). “The Concept of Intersectionality in Feminist Theory”, Philosophy Compass 9(5): 304–14.
• Crenshaw, Kimberlé (1989). “Demarginalizaing the intersection of race and sex: a black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics”, University of Chicago Forum 140, 139-167.
• De Beauvoir, Simone (1999) The Second Sex, Vintage Classics.
• Fanon, Franzt (1967). Black Skin White Masks. New York: Grove Press.
• Harding, Sandra (ed.) (2004). The feminist standpoint theory reader. New York and London: Routledge.
• Locke, John (1967). Two Treatises of Government (ed. Laslett). 2nd edition, Cambridge: Cambridge University Press.
• Lugones, Maria (2008) “The Coloniality of Gender”, in Wendy Harcourt (ed.), The Palgrave Handbook of Gender and Development. New York: Palgrave MacMillan, pp.13-33.
• Pateman, Carole (1988). The sexual contract. Standford: Stanford University Press.
• Quijano, Anibal (2000). Coloniality of Power, Eurocentrism, and Latin America. Nepantla: Views from South 1, 533–580
• Yeates, Nicola (2005). “Global Care Chains: a Critical Introduction”, Global Migration Perspectives 44.
• Yuval-Davis, Nira (1997). Gender and Nation. London: SAGE Publications.