Estudia

1. Technology and Global Change

          1.1. What is the Fourth Industrial Revolution?

          1.2. The digital turn and systemic transformation

          1.3. Beyond growth: questioning the ideology of progress

2. Models in Transition

          2.1. Technologies and Social-Cultural Structures

          2.2. Technology for Post-Growth and Degrowth

          2.3. Technology, inequality and the digital divide

          2.4. Narratives of innovation: utopias, myths and futures

3. Technologies, Systems and Everyday Life

          3.1. Environmental and Resource Technologies

          3.2. Food, Health and Biotechnologies

          3.3. Mobility, Infrastructure and Platform Logistics

          3.4. Immersive, Trust and Social Technologies

4. Designing Tech for Planetary Futures

          4.1. Degrowth-by-Design: Low-Tech, Open Source and Repair Culture

          4.2. Platform Technologies and Collaborative Economies

          4.3. Post-Growth Innovation: What Kind of Progress?

          4.4. Global–Local Tensions: Technologies of Globalisation vs. Deglobalisation

• Darian-Smith, Eve; McCarty, Philip C. (2017). The Global Turn: Theories, Research Designs, and Methods for Global Studies; . University of California Press.
• Arnulf Grübler (2003). Technology and Global Change. Cambridge University Press.
• Hooper, A., & Holtbrügge, D. (2020). Blockchain technology in international business: changing the agenda for global . Review of International Business and Strategy,, 30(2), 183-200
• Schwalbe, N., & Wahl, B. (2020). Artificial intelligence and the future of global health. The Lancet, 395(10236), 1579-1586
• Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Duke University Press.
• Bennett, J. (2010). Vibrant matter: A political ecology of things. Duke University Press. Catàleg
• Braidotti, R. (2019). Posthuman knowledge. Polity Press.
• Chertkovskaya, E., Paulsson, A., & Barca, S. (2022). Towards a political economy of degrowth. Rowman & Littlefield.
• DeLanda, M. (2016). Assemblage theory. Edinburgh University Press. Catàleg
• Dunne, A., & Raby, F. (2013). Speculative everything: Design, fiction, and social dreaming. MIT Press.
• Escobar, A. (2018). Designs for the pluriverse: Radical interdependence, autonomy, and the making of worlds. Duke University Press.
• Grosz, E. (2011). Becoming undone: Darwinian reflections on life, politics, and art. Duke University Press.
• Grosz, E. (2017). The incorporeal: Ontology, ethics, and the limits of materialism. Columbia University Press.
• Haraway, D. J. (2016). Staying with the trouble: Making kin in the Chthulucene. Duke University Press.
• Hickel, J. (2020). Less is more: How degrowth will save the world. William Heinemann.
• Morozov, E. (2013). To save everything, click here: The folly of technological solutionism. PublicAffairs.
• Raworth, K. (2017). Doughnut economics: Seven ways to think like a 21st-century economist. Chelsea Green Publishing.
• Schmelzer, M., Vetter, A., & Vansintjan, A. (2022). The future is degrowth: A guide to a world beyond capitalism. . Verso Books.
• Scholz, T. (2016). Platform cooperativism: Challenging the corporate sharing economy. Rosa Luxemburg Stiftung.
• Schwab, K. (2021). The fourth industrial revolution: What it means, how to respond. Dins J. R. McClean, D. E. McLean, & D. B. Rivers (Ed.), Handbook of research on strategic leadership in the Fourth Industrial Revolution (, p. 1-13). IGI Global.
• Shiva, V. (2016). Who really feeds the world? The failures of agribusiness and the promise of agroecology. North Atlantic Books.
• Srnicek, N. (2016). Platform capitalism. Polity Press. Catàleg
• Zuboff, S. (2019). The age of surveillance capitalism: The fight for a human future at the new frontier of power. PublicAffairs. Catàleg

Assessment activities:

Assessment will focus on students’ critical thinking skills, their ability to synthesize information coherently, and their competence in relating classroom content to real-life scenarios and broader contexts.

It is mandatory the assistance and active participation in 80% of the scheduled sessions. The students not attending the minimum number of sessions will be considered as 'Absent' (in Catalan: "no presentat").

The course grades will take into account in-class presentations, activities and debates.

Specific criteria for the "No show" grade:
No show mean not participating in the group assignments and individual tasks.

Single Assessment:
An individual oral examination (100%) will be administered to assess each student's mastery and practical understanding of the technological concepts and tools introduced throughout the course.

Minimum requirements to pass:
A minimum grade of 5 is necessary to pass the subject.

To be evaluated using the continuous assessment system, the students need to attend 80% of the sessions.

Students may request guidance via Moodle or email.

Guidance sessions may be online or face-to-face, upon agreement.