Course guide of Theory of Democracy: Gender and Interculturalism (21211B3)

No more legal requirements than those of being enrolled in the subject, although it is preferable to have passed the subject of the Political Theory in 3rd year. An oral and written comprehension of upper-middle English is advised

Contemporary Political Ideologies

Political Thought in Spain and the world

Current political theoretical debates

Theory of Democracy: gender and interculturality

• Know the main currents of contemporary political theory related to issues of gender and interculturality.

• Good initial understanding of theories, approaches, interpretations, methods and techniques, acquiring a critical vision and understanding how it affects our present and future.

• Placing new political information in its theoretical / experimental context.

• Relationing the subject with the different disciplinary fields of Political Science and other social sciences.

• To be aware of how the theoretical problems change over time and how this debate is linked to the social, political and cultural reality of current times.

• To know and handle original sources and historical research texts.

Theme 1. Theory of Democracy. A critical approach

Theme 2. Feminist Political Theories and their Contemporay debates

Theme 3. Multiculturalism and Interculturality. Debates on national and ethnic minorities

Theme 4. Globalization and Cosmopolitan Democracy

Theme 5. Crisis of Civilization?: State, Ecology and (Post) Human Democracy

CUNNINGHAM, F. (2001) Theories of Democracy: A Critical Introduction, Routledge, London.

BRYSON, V. (2003) Feminist Political Theory: An Introduction, Palgrave Macmillan, London

PAREKH, B. (2005) Rethinking Multiculturalism: Cultural Diversity and Political Theory, Cambridge, Harvard Unievrsity Press.

NUSSBAUM, M. (2002) (coord.) For Love of Country?Debating the Limits of Patriotism, Beacon Press, Boston.

DONALSON, S. (2013) Zoopolis: A Political Theory of Animal Rights, Oxford, Oxford University Press.

- ANDERSON, Benedict (1983): Imagined Communities, Verso Editions and NLB, London.

- BENHABIB, Seyla (1991): Feminismo y posmodernidad: una difícil alianza, copia mimeografiada.

- (1992): Situating the Self, Routledge, New York.

- (1996): Democray and difference: Constesting the Boundaries of the Political, Princeton University Pree, Princeton, NJ.

- BUTLER, Judith (1991): Fundamentos contingentes: el feminismo y la cuestión de la "posmodernidad", copia mimeografiada.

- (1992): "Problemas de los géneros, teoría feminista y discurso psicoanalítico", en NICHOLSON, Linda J. (1992): Feminismo/Posmodernismo, Feminaria Editora, Buenos Aires.

- CAMPBELL, David (1992): Writing Security, University of Minnesota Press, Minneapolis.

- CASTELLS, Carme (comp.) (1996): Perspectivas feministas en teoría política, Paidós, Barcelona.

- FLAX, Jane (1995): Psicoanálisis y feminismo. Pensamientos fragmentarios, Cátedra, Madrid.

- FRASER, Nancy (1991): Falsas antítesis: una respuesta a S. Benhabib y J. Butler, copia mimeografiada.

- (1996): "Redistribución y reconocimiento: hacia una visisón integrada de justicia del género", Revista Internacional de Filosofía Política, nº 8, U.N.E.D. y U.A.M., Madrid.

- GELLNER, Ernest (1988): Naciones y nacionalismo, Alianza, Madrid.

- HARAWAY, Donna (1991): Ciencia, cyborgs y mujeres, Cátedra, Madrid.

- HELD, David (1997): La democracia y el orden global. Del Estado moderno al gobierno cosmopolita, Paidós, Barcelona.

- (1997): "Ciudadanía y pluralismo", La Política nº 3, Paidós, Barcelona.

- KYMLICKA, Will (1996): "Derechos individuales y derechos de grupo en la democracia liberal", Isegoría nº 14, C.S.I.C., Madrid.

- KYMLICKA, Will y NORMAN, Wayne (1997): "El retorno del ciudadano", La Política nº 3, Paidós. Barcelona

- MILLER, David (1997): Sobre el nacionalismo, Paidós, Barcelona.

- NICHOLSON, Linda y FRASER, Nancy (1992): "Crítica social sin filosofía: un encuentro entre el feminismo y el posmodernismo", en NICHOLSON, Linda J. (1992).

- PAREKH, Bhikhu (2005): Repensando el multiculturalismo, Ed. Istmo, Madrid.

- PATEMAN, Carole (1996): "Críticas feministas a la dicotomía público/privado", en CASTELLS, Carme (comp.) (1996).

- PHILIPS, Anne (1991): Engendering Democracy, The Pensylvania State University Press, Pensylvania.

- POOLE, Ross (1993): Moralidad y modernidad. El porvenir de la ética, Herder, Barcelona.

- REQUEJO, Ferrán (1996): "Pluralismo, democracia y federalismo. Una revisión de la ciudadanía democrática en Estados plurinacionales", Revista Internacional de Filosofía Política nº 7, U.N.E.D. y U.A.M., Madrid.

- SEDGWICK, Eve K. (1998): Epistemología del armario, ediciones La Tempestad, Barcelona.

- TAGUIEFF, Pierre A. (1995): "Las metamorfosis ideológicas del Racismo y la crisis del antirracismo", en ALVITE, Juan P. (comp.) (1995): Racismo, antirracismo e inmigración, Tercera Prensa, Donosti.

- TAMIR, Yael (1993): Liberal Nationalism, Princeton University Press, Princeton, NJ.

- TAYLOR, Charles (1993): La ética de la autenticidad, Paidós, Barcelona.

- (1993) "¿Qué principio de identidad colectiva?", La Política nº 3, Paidós, Barcelona.

- (1997): Argumentos filosóficos, Paidós, Barcelona.

- TODOROV, Tzvetan (1991): Nosotros y los otros, Siglo XXI, México.

- URIA, Paloma (1992): "Igualdad y diferencia en la historia del pensamiento feminista", en Revista Viento Sur, nº 4, Madrid.

- WALZER, Michael (1996): "La política de la diferencia: estatalidad y tolerancia en un mundo multicultural", Isegoría, nº 14, C.S.I.C., Madrid.

- YOUNG, Iris Marion (1990): "Imparcialidad y lo cívico público. Algunas implicaciones de las críticas feministas a la teoría moral y política", en BENHABIB, Seyla y CORNELL, Drucilla (eds.) (1992).

- (1996): "Vida política y diferencia de grupo: una crítica del ideal de ciudadanía universal", en CASTELLS, Carme (1996).

Ethics

http://www.jstor.org/page/journal/ethics/about.html

The Journal of Ethics: An International Philosophical Review

http://www.springer.com/social+sciences/applied+ethics/journal/10892

Theoria. A Journal of Social and Political Theory

http://journals.berghahnbooks.com/th/

Isegoria

http://isegoria.revistas.csic.es/index.php/isegoria

Revista Internacional de Filosofía Política

http://e-spacio.uned.es:8080/fedora/get/bibliuned:revistaInternacionalFilosofiaPolitica/demo:Collection/view

Revista Internacional de Pensamiento Político

http://www.pensamientopolitico.org/index05.htm

Foro Interno

http://revistas.ucm.es/index.php/FOIN

Revista de Estudios Políticos

http://www.cepc.es/publicaciones/revistas/revistaselectronicas

Political Theory

http://ptx.sagepub.com/

European Journal of Political Theory

http://ept.sagepub.com/

The Journal of Political Philosophy

http://www.wiley.com/bw/journal.asp?ref=0963-8016&site=1

Revista Internacional de Filosofía Política

http://e-spacio.uned.es:8080/fedora/get/bibliuned:revistaInternacionalFilosofiaPolitica/demo:Collection/view

Contemporary Political Theory

http://www.palgrave-journals.com/cpt/index.html

Journal of International Political Theory

http://www.euppublishing.com/journal/jipt

Studies in Social and Political Thought

http://ssptjournal.wordpress.com/

Journal of Social and Political Thought

http://www.yorku.ca/spot/jspot/

Dissent

http://www.dissentmagazine.org/

New Left Review

http://www.newleftreview.org/

European Journal of Political Theory

http://ept.sagepub.com/

• MD01. Lección magistral/expositiva 
• MD02. Sesiones de discusión y debate 
• MD07. Seminarios 
• MD08. Ejercicios de simulación 
• MD09. Análisis de fuentes y documentos 
• MD10. Realización de trabajos en grupo 
• MD11. Realización de trabajos individuales 

For the development of the teaching-learning process, different pedagogical actions will be developed that will allow the students to acquire the programmed competences. The theoretical classes will allow the teacher-student interaction to inform students of the competences and content of the subjects and show their concepts and fundamental theories. The students will develop fundamentally cognitive skills, of great importance so that they begin to develop their Individual and group work, which will be reviewed and structured for a correct orientation of its development in the time allocated to practical classes, supervised works and tutorials. Through these activities will acquire, above all, instrumental skills. The seminars, group work and individual students assignments will revert in the development of generic and attitudinal competences that permeate the entire teaching-learning process. With this, the teaching-learning process will be an active and significant process. The debates raised in classes, seminars and group work will allow students to be active and protagonist of their own learning process.

• Final test based on the theoretical and practical content: 70% of the final grade.

• Individual and in groups assignments. Short comments on articles, videos or other documents: 30% of the final grade

For the development of the teaching-learning process, different pedagogical actions will be developed that will allow the students to acquire the programmed competences. The theoretical classes will allow the teacher-student interaction to inform students of the competences and content of the subjects and show their concepts and fundamental theories. With this, the students will develop fundamentally cognitive skills, of great importance so that they begin to develop their Individual and group work, which will be reviewed and structured for a correct orientation of its development in the time allocated to practical classes, supervised works and tutorials. Through these activities will acquire, above all, instrumental skills. The seminars, group work and individual students assignments will revert in the development of generic and attitudinal competences that permeate the entire teaching-learning process. With this, the teaching-learning process will be an active and significant process. The debates raised in classes, seminars and group work will allow students to be active and protagonist of their own learning process.

• Final test based on the theoretical and practical content: 70% of the final grade.

• Individual assignments. Short comments on articles, videos or other documents: 30% of the final grade

In the cases of a single final evaluation contemplated by the Evaluation and Qualification Standards of the students of the University of Granada (approved in extraordinary session of the Government Council of May 20, 2013), it may include a proof to ensure that the student has acquired all the competences described in this Teaching Guide, an end that -in his case- will be specified in the Teaching Guide of the subject (Please, contact the lecturer for this case)

It is forbidden to plagiarize or copy in documents submitted for evaluation. The students are obliged to observe the elementary rules on the authenticity of the exercises of evaluation and privacy of the same.

Any infraction in this sense will void any right that these rules recognize the student and, in accordance with current legislation, may result in the opening of the file and the corresponding penalty. (Regulation of teaching planning and the organization of examinations of the University of Granada: Title IV, Chapter I, Article 29).

STUDENTS ORIENTATION AND ASSISTANCE: UGR Office for Prevention and Response to Harassment (OPRA): https://www.ugr.es/info/perfiles/estudiantes/atencion-social-igualdad-inclusion-sostenibilidad/igualdad-prevencion -response-harassment Unit of Equality and Conciliation of the UGR: https://viis.ugr.es/areas/igualdad-conciliacion Gabinete Psicopedagogico/Unit of Academic Guidance of the UGR: https://ve.ugr.es/secretariados -y-unidades/orientacion UGR Student Assistance Service: https://ve.ugr.es/servicios/asistencia-estudiantil/

Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).