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Dades generals

Curs acadèmic:
Crèdits ECTS:


Grup JP

Semestral, 2n semestre
Jaclyn Murray
Idioma de les classes:
Anglès (100%)


  • CG3 Vetllar pel respecte i la promoció dels Drets Humans, per la igualtat entre homes i dones, per la no discriminació i l'accessibilitat de les persones amb discapacitat, per la inclusió de les persones que viuen en situació de pobresa o marginació, i per la justícia i la cooperació entre persones i pobles
  • CG7 Aplicar els coneixements pedagògics de forma professional, mitjançant l'elaboració i defensa d'arguments i la resolució de problemes
  • CG10 Tenir habilitats d'aprenentatge autònom per poder seguir formant-se al llarg de la vida
  • CG13 Desenvolupar la iniciativa personal, la capacitat crítica, la capacitat de lideratge, la comunicació assertiva i la creativitat
  • CE6 Dissenyar, desenvolupar, implementar i avaluar programes de desenvolupament personal, social i cultural de caràcter educatiu i formatiu
  • CE7 Dissenyar, desenvolupar i avaluar propostes d'organització i gestió de centres, institucions i serveis educatius
  • CE13 Aplicar tècniques i estratègies de direcció, assessorament, consulta i mediació educativa en àmbits professionals i institucions i serveis educatius
  • CE14 Aplicar tècniques i estratègies afavoridores de les relacions interpersonals i la dinamització de grups


1. Unit 1: Introduction

2. Unit 2: The Western Knowledge Paradigm

3. Unit 3: Modernity, Coloniality, and Decolonial Pedagogy

4. Unit 4: Power

5. Unit 5: Identity

6. Unit 6: Race and Ethnicity

7. Unit 7: Disability and Ableism

8. Unit 8: Gender and Sexual Orientation

9. Unit 9: Spirituality and Religious Identity

10. Unit 10: Cultural Competence, Equity, and Empowerment: A Framework for Practice


Tipus d’activitat Hores amb professor Hores sense professor Hores virtuals amb professor Total
Anàlisi / estudi de casos 15,00 50,00 0 65,00
Exposició dels estudiants 0 4,00 0 4,00
Total 15,00 54,00 0 69


  • Grosfoguel, Ramón (2013). The Structure of Knowledge in Westernized Universities. Human Architecture: Journal of the Sociology of Self-Knowledge, 11(1), 73-90
  • De Lissovoy, Noah (2010). Decolonial pedagogy and the ethics of the global. Discourse, 31(3), 279-293
  • Delpit, Lisa (1995). Other People's Children: Cultural Conflict in the Classroom. New York, NY: The New Press.
  • Johnson, Allan G (2006). Privilege, Power, and Difference (pp. 90–124). New York, NY: McGraw Hill.
  • Case, Kim A. (2012). Discovering the Privilege of Whiteness: White Women's Reflections on Anti-racist. Journal of Social Issues, 68(1),
  • Banks, J. A. (2008). Diversity, group identity, and citizenship education in a global age. Educational Researcher, 37(3), 129-139
  • Tatum, B. D. (2000). The Complexity of Identity: ‘Who Am I?. Dins Maurianne Adams, Warren J. Blumfeld, Rosie Casteneda, Heather W. Hackman, Madeli (Ed.), Readings for Diversity and Social Justice (, p. 9-14). New York, NY: Routledge.
  • Kirk, Gwyn & Okazawa-Rey, Margo (2006). Identities and Social Locations: Who Am I? Who Are My People?. Dins Lois P. Rudnick, Judith E. Smith, and Rachel Lee Rubin (Ed.), American Identities. An Introductory Textbook (, p. 8-16). New York, NY: Blackwell.
  • Cornell, S., & Hartman, D. (2007). Ethnicity and race: Making identities in a changing world . Thousand Oaks, CA: Pine Forge Press.
  • Kohli, R., Arteaga, N., & McGovern, E. R. (2019). “Compliments” and “Jokes”: Unpacking Racial Microaggressions in the K-12 Classroom. Dins Torino, G. C., Rivera, D. P., Capodilupo, C. M., Nadal, K. L., & Sue, D. W. (Ed.), Microagression Theory: Influence and Implications (, p. 276-290). Hoboken, NJ: Wiley.
  • Wendell, S. (1996). The Rejected Body. New York, NY: Routledge.
  • Johnson, Allan G. (2004). Patriarchy, the System. An It, Not a He, a Them, or an Us. Dins Kirk, G. & Okazawa-Rey, M. (Ed.), Women’s lives: Multicultural perspectives (, p. 25-32). New York, NY: McGraw-Hill.
  • Bettie, J. (2000). Women without class: Chicas, cholas, trash and the presence/absence of class ide. Signs, 26(1), 1-35
  • Taylor, E. (2010). Cisgender Privilege: On the Privileges of Performing Normative Gender. Dins Bornstein, K. & Bergman, S. Bear (Ed.), Gender outlaws: The next generation (, p. 268-272). Berkeley, CA: Seal Press.
  • Johnson, Julia R. (2013). Cisgender Privilege, Intersectionality, and the Criminalization of CeCe McDonald. Journal of International and Intercultural Communication, 6(2), 135-144
  • Cole, D., & Ahmadi, S. (2010). Reconsidering campus diversity: An examination of Muslim students’ experiences. Journal of Higher Education, 81(2), 121-139
  • Tervalon, M. & Murray-Garcia, J. (1998). Cultural humility vs. cultural competence: A critical distinction in defining ph. Journal of Health Care for the Poor and Underserved, 9(2), 117-125
  • Hooks, Bell. (2000). Feminist theory : (2nd ed). London: Pluto Press. Catàleg
  • Butler, Judith. (2004). Undoing gender. Boca Raton: Routledge. Catàleg
  • Badiou, Alain. (2016). ¿Qué es el pueblo? (Segona edició). Madrid: Ediciones Casus-Belli. Catàleg

Avaluació i qualificació

Activitats d'avaluació:

Descripció de l'activitat Avaluació de l'activitat % Recuperable
Oral multicultural autobiographical presentation Students should be able to reflect, explore and answer the question “How have I come to be who I am?” considering and explaining the influence of broad factors such as ethnicity, socioeconomic background, gender, sexual orientation, language, and religious influences. 25 No
Pop Culture Essay Students will be asked to choose an audiovisual product (film, TV series, etc.) and produce a short essay (c.1500 words) in APA format identifying and analyzing how minority characters are portrayed in it. Insightfulness and accuracy of such analysis is expected. 25 No
Final paper Students will be asked to produce a paper of at least 12 pages in length in APA format through which they explore one of the topics of the course in greater depth. In particular, the purpose of the paper is to take a problem in a certain professional environment that has an issue related to diversity at its core. Students are expected to describe, using evidence and writing from a scholarly perspective, what we know about the problem (literature review) and what we still do not know, making the case for additional research or a rethinking (e.g., for a policy). The exact nature or focus of the student’s paper will vary. Students will determine their focus and paper structure in consultation with the professor. 35 No
Lectures and discussion (Participation) Through class attendance students will participate in discussions and debates to deepen understanding and knowledge(s) of diversity and social justice. Students will be assigned relevant readings and resources to prepare for these discussions. 15 No


- Attendance and participation are vital in this course. Justified absences will be considered when discussed with the professor; you have, however, one free absence without justification nor penalty. Students missing more than one class without justification will receive no credit for the course.

- Plagiarism or cheating is unacceptable under any circumstances. Plagiarism means using another's words, ideas, materials or work without properly acknowledging and documenting the source. Students are responsible for knowing the rules governing the use of another's work or materials and for acknowledging and documenting the source appropriately. Although collaboration with peers is encouraged, all work that students ultimately submit in this course must be their own in their own words. Failure to meet this expectation will result in failure of the course.

- Final grades will result from:
Lectures and discussion (Participation) 15%
Oral multicultural autobiographical presentation 25%
Pop Culture Assignment 25%
Final Paper 35%
Total 100%

- Specific rubrics for each assignment will be posted on Moodle.

Criteris específics de la nota «No Presentat»:
Students who fail to submit or present any of the required assignments will be graded as "Not Presented"

Avaluació única:
It will consist of a written exam, inclusive of all topics and readings of the course.

Requisits mínims per aprovar:
In order to receive credit for this course, students must reach a final grade of 5 in a 1-10 scale.


By appointment; through video conference.


Students are expected to spare enough time for reading before class.

From September 2021, this elective course will be part of the list of activities included to obtain the International Competence Student Recognition (RECI) at the UdG. For more information, you can see the regulations here:

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