First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Economics and Political Science
EUROPEAN AND GLOBAL STUDIES
Course unit
DECOLONIAL STRATEGIES (MOD. B)
EPP8084319, A.A. 2018/19

Information concerning the students who enrolled in A.Y. 2018/19

Information on the course unit
Degree course Second cycle degree in
EUROPEAN AND GLOBAL STUDIES
EP2444, Degree course structure A.Y. 2018/19, A.Y. 2018/19
N0
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Degree course track Common track
Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination DECOLONIAL STRATEGIES (MOD. B)
Department of reference Department of Political Science, Law, and International Studies
Mandatory attendance No
Language of instruction English
Branch PADOVA

Lecturers
Teacher in charge MAURO FARNESI CAMELLONE SPS/01

Integrated course for this unit
Course unit code Course unit name Teacher in charge
EPP8084318 GOVERNING TRANSNATIONAL PROCESSES (C.I.) FRANCESCO BERTI

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Core courses SPS/01 Political Philosophy 6.0

Course unit organization
Period Second semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Lecture 6.0 45 105.0 No turn

Calendar
Start of activities 25/02/2019
End of activities 14/06/2019

Examination board
Examination board not defined

Syllabus

Common characteristics of the Integrated Course unit

Prerequisites: Basic knowledge of modern political thought, modern political philosophy and modern and contemporary history.
Target skills and knowledge: The course will give students a good knowledge of modern and contemporary philosophy and political thought, with particular attention paid to the subjects, which will be studied during the course. This includes: 20th Century political doctrines, with their historical and ideological backgrounds, some of the main ideas of Liberty, Equality, Modernity and Revolution in the contemporary age, the conflicting relationship between political thought of Europe and other countries, the metamorphosis of the concepts of Empire. Moreover, the course will give students theoretical categories useful for understanding various processes of reconfiguration of the political space, such as the processes of decolonization; the relationships between technological innovation, regulation and transformations of the forms of citizenship exercise; the mechanisms of change in the category of European citizenship and the emergence of the category of global citizenship
Examination methods: The examination will take place orally and students will be asked about the contents of the entire course. Attending students also be asked to examine some of the texts analyzed during the course.
Assessment criteria: Students should show they have a good knowledge of the main points of the political doctrines studied on the course, and that are able to use the sources provided and the skills they have acquired, to interpret the global context of the contemporary political thought in an analytical way.

Specific characteristics of the Module

Course unit contents: The first part of the module focus on the notion of "coloniality", understood as the hidden agenda and the darker side of western modernity, and proposes the de-colonization of knowledge as an epistemological strategy with political and ethical implications. Coloniality is a kind of 'cognitive injustice': the failure to recognise the different ways of knowing by which people across the globe run their lives and provide meaning to their existence. Global social justice is not possible without global cognitive justice. Western domination has profoundly marginalised knowledge and wisdom that had been in existence in the global South. To recover and valorise the epistemological diversity of the world is the first step toward a new kind of bottom-up cosmopolitanism.
The second part of the module focus on the concept of “border”: far from creating a borderless world, contemporary globalization has generated a proliferation of borders. The course investigates its implications for migratory movements, capitalist transformations, and political life through case studies drawn from Europe, Asia, Africa, the Pacific, and the Americas. Border is not only a research object but also an epistemic framework: the border as method enables new perspectives on the crisis and transformations of the nation-state, as well as powerful reassessments of political concepts such as citizenship and sovereignty.
Planned learning activities and teaching methods: The course provides, through an initial phase of lectures, the conceptual tools that, in a second phase, are implemented by the students during moments of problem based learning. Through the collective discussion, students are asked to solve certain case studies. During the course, each new topic is introduced in an interrogative form, so that immediately the class is actively involved in the development and resolution of problems raised during the lesson. Specialist lectures and seminars will be held with expert teachers on specific topics. Attending students will have the opportunity to give papers presentations to the class on topics agreed with the teacher.
Additional notes about suggested reading: Attended students will prepare the exam on the notes from the lessons, and only on the parts of the texts examineted during classes.

Non-attending students will prepare the exam on the texts indicated in the bibliography (you are invited to have a talk with the teacher to receive directions and clarifications)
Textbooks (and optional supplementary readings)
  • W.D. Mignolo, A. Escobar, Globalization and the Decolonial Option. London and New York: Routledge, 2013. Cerca nel catalogo
  • B. de Sousa Santos, Epistemologies of the South: Justice Against Epistemicide. London and New York: Routledge, 2014. Cerca nel catalogo
  • S. Mezzadra, B. Neilson, Border as Method, or, the Multiplication of Labor. Durham: Duke University Press, 2013. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Lecturing
  • Problem based learning
  • Case study
  • Interactive lecturing
  • Working in group
  • Questioning
  • Action learning
  • Problem solving
  • Concept maps
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
No Poverty Quality Education Gender Equality Decent Work and Economic Growth Reduced Inequalities Sustainable Cities and Communities Responsible Consumption and Production Peace, Justice and Strong Institutions