Public University of Navarre

Academic year: 2023/2024 | Previous academic years:  2022/2023  |  2021/2022  |  2020/2021 
Double Bachelor's degree in Early Childhood Education and Primary Education at the Universidad Pública de Navarra
Credits: 6 Type of subject: Mandatory Year: 1 Period: 1º S
Department: Sociología y Trabajo Social

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Module/Subject matter

Basic Training / Anthropology



The curriculum includes in this subject and subject the development of the following contents: Introduction to cultural diversity; Identity, ethnicity and ethnic minorities; Multicultural societies and multiethnic societies; Management of cultures, identities and alterities.
It aims to bring students closer to the identification and critical reflection on the mechanisms of construction of socio-cultural and identity diversity that are increasingly present in post-industrial Western societies. We intend to approach the construction of the difference and the wealth that it supposes in our social and cultural reality.



General proficiencies

2.1 Basic Proficiencies

BP1 - Students have demonstrated that they possess knowledge of and understand an area of study, based on general secondary education and usually at a level which, albeit with the support of advanced text books, also includes some aspects which imply knowledge of the latest developments in their field of study.

BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

BP4 - Students are able to transmit information, ideas, problems and solutions to both specialist and non-specialist audiences.

2.2. General Proficiencies

GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.

GP4 - To encourage interaction in and outside the classroom and address the peaceful resolution of conflicts. To be able to observe learning contexts and situations of coexistence in a systematic manner, and reflect on them.

GP5 - To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.

GP11 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among children.

2.3. Transverse Proficiencies

TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe¿s Common European Framework of Reference for Languages.


Specific proficiencies

SP3 - To design learning spaces in contexts characterized by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.

SP4 - To reflect on learning contexts and contexts of coexistence in education centers. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.

SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.

SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.

SP7 - To be familiar with the educational implications of Information and Communication Technology.

SP8 - To be familiar with the fundamentals of early care, how basic psychological processes work and the keys to learning and personality development, and to apply the fundamentals of child dietetics and hygiene.

SP9 - To be familiar with the organization of early childhood education centers and how they work in collaboration with the various sectors of the educational community and social environment.

SP10 - To encourage cooperation, harmonious coexistence and the motivation and desire to learn, to participate actively in the center¿s projects and to attend to relations with children¿s families.

SP11 -To maintain a critical, independent relationship with respect to knowledge, values and the institutions involved in education.


Learning outcomes

Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are


- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.

- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in

those aspects contributing to the specific competencies of the title.

- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the


A student gets a grade of APTO if the level of learning is optimal or medium.

In this subject these learning outcomes are specified as follows:

Learning outcomes Content Learning activity Assessment Tool
LO1.Knowledge and comprehension of basic concepts from Social Anthropology related to Multiculturalism Topic 1-2, 4-7 AF1-AF4, AF6 SE1, SE2, SE3, SE4
LO2.Knowledge and comprehension of main models for multiculturalism management Topic 8 AF1, AF2, AF3, AF4, AF6 SE1, SE2, SE3, SE4
LO3.Knowledge of basics from Spanish and European regulation related to sociocultural diversity Topic 3 AF1, AF2, AF3, AF4, AF6 SE1, SE2, SE3, SE4
LO4.Organize and communicate knowledge to any kind of audience Topic 1-8, Practice AF2, AF3 SE3
LO5.Apply anthropological knowledge to promote coexistence and respect for individual and collective rights Topic 1-8, Practice AF2, AF3 SE1, SE3
LO6.Anticipate, identify, analyze and assess problematic situations related to diversity of all kinds Topic 2, 4-7, Practice AF1, AF2, AF3, AF4 SE3
LO7.Analyze and synthesize scientific and other kind of readings, keeping a critical view Temas 1-8 AF2, AF3 SE2, SE3



5.1. Teaching methods

Code Description
TM1 Lecture with full attendance
TM2 Interaction in large group
TM3 Interaction in medium-sized group
TM4 Interaction in small group
TM5 Individualised interaction: tasks and guidelines for autonomous study

5.2. Learning activities

Code Description Hours Attendance
LA1 Theory classes (foundation, examples, proven applications and developments) 45 100
LA2 Practical classes or, in the event, practical experience (in the field) 15 100
LA3 Preparation of papers and oral defence 30 10
LA4 Self-study 50 0
LA5 Tutorials 5 100
LA6 Oral or written exams 5 100




Weight (%) It allows
test resit
required grade
LO1, LO2,LO6 ES1-Attendance and participation in class or, where appropriate, in a school 10 - -
LO3,LO5,LO6,LO7 ES2-Theory review and summary work 20 10 -
LO5,LO6,LO7 ES3-Practical work: observation, proposal and, where appropriate, evaluation 30 20 5
LO1,LO2,LO4,LO5,LO7 ES4-Partial or complete oral or written assessments 40 40 5






Topic # 1. Introduction to Socio-Cultural Anthropology

Topic # 2. Culture

Topic # 3. Rights, Citizenship, Equality

Topic # 4. Race and Ethnicity

Topic # 5. Gender

Topic # 6. Language

Topic # 7. Religion

Topic # 8. Multiculturalism.



Access the bibliography that your professor has requested from the Library.

11.1. Basic bibliography
AMEZAGA, J. (1998): Nola definitu euskal kultura? Kultura eta Kultur politikaz. En Jakin, nº105, 1998. pp.91-95.

AYALA, F., CELA CONDE, C. J. (2001): Senderos de la evolución humana, Madrid: Alianza editorial.

BASTERRETXEA, I. (2009): Kultura kontzeptuaren inguruan. Bilbo: Deustoko unibertsitatea.

BAZTARRIKA, P. (2011). ¿La evolución de la promoción del euskera¿, En, La protección de las lenguas minoritarias en Europa. Vitoria-Gasteiz: Servicio Central de Publicaciones del Gobierno Vasco.

BAZTARRIKA, P. (2011). "The evolution of the basque revival Minority Language Protection in Europe: Into a New Decade. Brussels: Council of Europe.

CASTELLS, M. (2003): ¿El poder de la identidad¿. En El País, 18 de febrero de 2003.

CASTELLS, M. (2005): ¿La importancia de la identidad¿. En La Vanguardia, 5 de noviembre de 2005.
DELGADO, M. (2002) "¿Quién puede ser 'inmigrante' en la ciudad?.En: VV.AA.: Exclusión social y diversidad cultural. Donostia, Gakoa, 9-24.

ESTEBAN, M. L. (2011): Critica del pensamiento amoroso. Barcelona: Ediciones Bellaterra.

ETXEBERRIA, X.(2004): Sociedades multiculturales. Bilbao. Ed. Mensajero.

FERNÁNDEZ DE LARINOA, K. (2008):  Apunte  petsonalak. Antropologia soziokulturalari buruzko idazkiak. Iruña: Nafarroako Unibertsitate Publikoa.

GIMÉNEZ ROMERO, C. (2000): "Evolución y vigencia del pluralismo cultural: del multiculturalismo a la interculturalidad", en Marla Casáus y Carlos Giménez (eds.): Guatemala hoy: reflexiones y perspectivas interdisciplinares. México: UAM.

IRUJO, X.; URRUTIA I. (2008): "Basque in the Foral Community of Navarre (CFN)", in G. Totoricagüena and I. Urrutia:  The legal status of the basque language today: one language, three administrations, seven different geographies and a diaspora Donostia / San Sebastian: Eusko Ikaskuntza - Sociedad de Estudios Vascos - Society for Basque Studies, 197-220.
JULIANO, D. (2006): "La escuela y las niñas que han venido de lejos", ponencia 1er Congrés Internacional d'Educació a la Mediterrània. Palma de Mallorca.
KERBO, H. (2003): "La estratificación social en las sociedades humanas: la historia de la desigualdad", en Estratificación social y desigualdad. El conflicto de clases en perspectiva histórica, comparada y global, Madrid, McGraw-Hill, pags. 47-76.

KOTTAK, C. (2011). Antropología cultural. México DF: McGraw-Hill.

KOTTAK, C. (2014). Cultural Anthropology: Appreciating Cultural Diversity. New York: McGraw-Hill. (15th Edition).
MAALOUF, A. (1998) 1999: "Domesticar a la pantera", Identidades asesinas. Madrid: Alianza, 127-168.

MILLER, B. (2011): Antropología social, Madrid:Pearson/Uned
MORENO FELIU, P. (2014): De lo lejano a lo próximo: encrucijadas antropológicas, Madrid: Editorial universitaria Ramón Areces.,,SSL+NT2

STAVENHAGEN, Rodolfo (2006):  ¿La presión desde abajo:derechos humanos y multiculturalismo¿, en Gutierrez, D. (coord.): ¿Multiculturalismo: perspectivas y desafíos¿ México D.F : Siglo Veintiuno : Universidad Nacional Autónoma de México : El Colegio de México.,,SSL+NT2

SEN, A. (2007): Identidad y violencia. Madrid: Katz editores.

SUÁREZ-NAVAZ, L.; AÍDA HERNÁNDEZ, R. (eds.). (2008): Descolonizando el feminismo. Teorías y prácticas desde los márgenes. Madrid:Ediciones Cátedra.

SUBIRATS, M.; TOMÉ, A. (2007): Balones fuera, Reconstruir los espacios desde la coeducación.  Barcelona: Ediciones Octaedro.

11.2. Bibliography to deepen

ÁLVAREZ, I. (2002): "La construcción del inintegrable cultural", en Javier de Lucas y Francisco Torres (eds.): Inmigrantes: ¿cómo los tenemos? Madrid: Talasa.

APPADURAI, A. (2007): El rechazo de las minorías. Ensayo sobre la geografía de la furia. Barcelona: Tusquets.

ARSUAGA, J.L. (2009): "Lágrima por un niño neandertal" y "La puerta del campo" en El naturalista en su sillón, Madrid: Temas de hoy, pp.25-33 y 39-44.
AYALA, F., CELA CONDE, C. J (2001): Senderos de la evolución humana, Madrid: Alianza editorial.,,SSL+NT10
BAUMANN, G. (2001): El enigma multicultural. Barcelona: Paidós.
CORM, G., (2004): La fractura imaginaria. Las falsas raíces del enfrentamiento entre Oriente y Occidente, Barcelona, Tusquets.
DE LUCAS, J., (2003): Globalización e identidades. Claves políticas y jurídicas, Barcelona, Icaria.
DEL VALLE, Teresa (coord.) (2000) Perspectivas feministas desde la antropología social. Madrid, Ariel.

APPADURAI, A., (2007): El rechazo de las minorías. Ensayo sobre la geografía de la furia, Barcelona, Tusquets.

ARSUAGA, J.L (2009): "Lágrima por un niño neandertal" y "La puerta del campo" en El naturalista en su sillón, Madrid: Temas de hoy, pp.25-33 y 39-44.

BAUMANN, G. (2001): El enigma multicultural. Barcelona: Paidós.
BESSIS, S. (2001): Occidente y los otros Historia de una supremacía. Madrid: Alianza. Editorial.

BURUMA, I. (2006): Asesinato en Amsterdam, Barcelona: Debate.

CASTELLS, M. (2003): ¿La era de la información¿. Volumen II. El poder de la identidad. Alianza Editorial. Madrid. pp 34-40.

COBO, R. (1995): Género. ¿Diez palabras clave sobre mujer¿. Estella: Ed.Verbo Divino.

COELHO, E. (2006): Enseñar y aprender en escuelas multiculturales. Una aproximación integrada.  Barcelona: Horsori Editorial, 309.

CORM, G. (2004): La fractura imaginaria. Las falsas raíces del enfrentamiento entre Oriente y Occidente. Barcelona: Tusquets.
DE LUCAS, J. (2003): Globalización e identidades. Claves políticas y jurídicas. Barcelona: Icaria.énero%20Rosa%20Cobo_0.pdf

DILLER, J.V. (2007). Cultural Diversity: A Primer for the Human Services, 4th Edition, Belmont, CA: Brooks/Cole.

GARCÍA CANCLINI, N. (2004): Diferentes, desiguales y desconectados: Mapas de la interculturalidad. Barcelona: Editorial Gedisa.

GOROSTITZU MUJIKA, A. (2012): Aldamenekoa. Donostia: Elkar.

GUILLAUMIN, C. (1993 [1981]) "Ya lo sé pero... o los avatares de la noción de raza". Archipiélago, nº 12, 52-60.
IMAZ, E. (ed.) (2008) La materialidad de la identidad. Donostia-San Sebastián, Ariadna Editorial.
JOCILES, M. I. y FRANZÉ, A. (coord.) (2008) ¿Es la escuela el problema? perspectivas socio-antropológicas de etnografía y educación. Madrid, Trotta.
JULIANO, D. (2001): La prostitución: el espejo oscuro. Barcelona, Icaria.

KERBO, H. (2003): "La estratificación social en las sociedades humanas: la historia de la desigualdad", en Estratificación social y desigualdad. El conflicto de clases en perspectiva histórica, comparada y global, Madrid, McGraw-Hill, pags. 47-76.

KOCKE, U. et al (eds.) (2012). A Companion to the Anthropology of Europe. London: Wiley-Blackwell.

KOTTAK, C. P., & KOZAITIS, K. A. (2012). On being different: Diversity and multiculturalism in the North American mainstream. McGraw-Hill Humanities Social.

KYMLICKA, W. (1996): Ciudadanía multicultural. Una teoría liberal de los derechos de las minorías. Barcelona: Paidós.
LARRAÑAGA, M.; JUBETO Y. (ed.). (2011): La cooperación y el desarrollo humano local. RHU. Bilbao: Hegoa.

LABURTHE-TOLRA, P.; WARNIER, J.P. (1998): Etnología y Antropología. Madrid, Akal.
LOMBARD, J. (1997): Introducción a la etnología. Madrid, Alianza.
MAALOUF, A. (1999), Identidades asesinas. Madrid, Alianza.
MAQUIEIRA, V. (ed.) (2010) Mujeres, globalización y derechos humanos. Madrid, Cátedra.
MORENO FELIU, P. (2010): Encrucijadas antropológicas, Madrid, Editorial universitaria Ramón Areces.

PERALES DÍAZ, J. A. (2004): Fronteras y contrabando en el Pirineo occidental. Pamplona: Gobierno de Navarra.

ROCA MARTÍNEZ, B. (Coord.). (2008): Antropología y anarquismo. Relaciones e influencias mutuas entre la antropología social y el pensamiento libertario. Madrid: La Malatesta.
SARTORI, G. (2001). La sociedad multiétnica. Madrid, Taurus.

ORE, T.E. (2009). The Social Construction of Difference and Inequality: Race, Class, Gender, and Sexuality, 5th Edition, New York: McGraw ¿Hill.

STOLCKE, V. (1992) "¿Es el sexo para el género como la raza para la etnicidad? Mientras Tanto, nº 48.

SUÁREZ-NAVAZ, L.  MACIÀ, R. y  MORENO, Á. (eds). (2007): Las luchas de los sin papeles y la extensión de la ciudadanía. Perspectivas críticas desde Europa y Estados Unidos. Madrid: Traficantes de sueños.

TAYLOR, Ch. (2009): El multiculturalismo y ¿la política del reconocimiento¿. México: Fondo de cultura económica. 



English/Castellano / Euskara



Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.