Global inequalities
A.A. 2023/2024
Obiettivi formativi
The module provides students with epistemological and methodological competencies useful to analyse global inequalities with qualitative research methods by adopting an intersectional approach.
The first main objective is to understand the concept of intersectionality and its significance in analysing global inequalities and how multiple forms of inequality intersect and contribute to global disparities.
The second objective is to explore and apply qualitative research methods within an intersectional framework to study global inequalities and to develop skills in designing and conducting qualitative research on specific thematic areas, such as: environment; migration and domestic work; digital divide in/through education; global value chains; platform work; health; anti-corruption mobilisations. In particular, the course aims to prepare students for the carrying out of a research exercise (conducted through qualitative interviews) and the subsequent presentation of the empirical material collected. More generally, the course aims to develop the skills that allow students to define research objectives, to autonomously identify research questions, and to choose consistent methodological approaches and techniques for the analysis of specific inequalities at the global level.
The first main objective is to understand the concept of intersectionality and its significance in analysing global inequalities and how multiple forms of inequality intersect and contribute to global disparities.
The second objective is to explore and apply qualitative research methods within an intersectional framework to study global inequalities and to develop skills in designing and conducting qualitative research on specific thematic areas, such as: environment; migration and domestic work; digital divide in/through education; global value chains; platform work; health; anti-corruption mobilisations. In particular, the course aims to prepare students for the carrying out of a research exercise (conducted through qualitative interviews) and the subsequent presentation of the empirical material collected. More generally, the course aims to develop the skills that allow students to define research objectives, to autonomously identify research questions, and to choose consistent methodological approaches and techniques for the analysis of specific inequalities at the global level.
Risultati apprendimento attesi
At the end of the course Global inequalities, students are expected to:
- Demonstrate a clear understanding of the concept of intersectionality and its relevance in studying global inequalities.
- Analyse and articulate the ways in which different forms of inequality intersect and perpetuate global disparities.
- Evaluate and critique empirical research studies related to global inequalities in various fields.
- Apply qualitative research methods effectively within an intersectional lens to investigate global inequalities.
- Design and develop a qualitative research plan, including research questions, methodology, and case selection.
- Collect qualitative data and draw meaningful conclusions about the lived experiences of marginalized social groups.
- Apply an intersectional framework to propose strategies and interventions for challenging and addressing global inequalities.
- Present their research exercises, demonstrating an understanding of the research process and its application to the study of global inequalities.
These expected learning outcomes reflect the core aims of the course, which include providing a comprehensive understanding of intersectionality, qualitative research methods, and their application to the study of global inequalities. Students will engage in critical analysis, empirical research, and practical exercises to develop the necessary knowledge and skills to address and challenge contemporary global inequalities.
- Demonstrate a clear understanding of the concept of intersectionality and its relevance in studying global inequalities.
- Analyse and articulate the ways in which different forms of inequality intersect and perpetuate global disparities.
- Evaluate and critique empirical research studies related to global inequalities in various fields.
- Apply qualitative research methods effectively within an intersectional lens to investigate global inequalities.
- Design and develop a qualitative research plan, including research questions, methodology, and case selection.
- Collect qualitative data and draw meaningful conclusions about the lived experiences of marginalized social groups.
- Apply an intersectional framework to propose strategies and interventions for challenging and addressing global inequalities.
- Present their research exercises, demonstrating an understanding of the research process and its application to the study of global inequalities.
These expected learning outcomes reflect the core aims of the course, which include providing a comprehensive understanding of intersectionality, qualitative research methods, and their application to the study of global inequalities. Students will engage in critical analysis, empirical research, and practical exercises to develop the necessary knowledge and skills to address and challenge contemporary global inequalities.
Periodo: Secondo trimestre
Modalità di valutazione: Esame
Giudizio di valutazione: voto verbalizzato in trentesimi
Corso singolo
Questo insegnamento può essere seguito come corso singolo.
Programma e organizzazione didattica
Edizione unica
Responsabile
Periodo
Secondo trimestre
Programma
The course provides students with a comprehensive exploration of epistemological and methodological frameworks to study global inequalities through the lens of intersectionality. In particular, it examines how various forms of inequality intersect and interact to shape individuals' experiences and opportunities in different social contexts globally. The lectures are organised in four parts for a total of 6 credits.
The first part of the course deals with the introduction of the concept of intersectionality and its relevance to the study of global inequalities and of the complex ways in which multiple forms of inequality intersect and perpetuate global disparities.
The second part explore qualitative research methods for studying global inequalities using an intersectional lens. Students will therefore have the opportunity to develop methodological skills to conduct qualitative research and interpret findings to inform social change. More specifically, this part of the course deals with the construction of a qualitative research design: from the elaboration of the research question to the choice of method and cases and their discussion and restitution.
The third part of the course then proposes some possible fields of study and paths of research, also through the discussion of empirical research recently conducted in in various fields, such as: 1) environment; 2) migration and domestic work; 3) digital divide in/through education; 4) global value chains; 5) platform work; 6) health; 7) anti-corruption mobilisations.
The last part of the lectures will be dedicated to the presentation of the research exercises conducted by students, with the aim of understanding, on the one hand, the main phases of a research: the research questions, the design of the study, the construction of the research tools, the carrying out of interviews, the analysis, and the presentation of the collected empirical data. On the other, the research exercise will allow students to delve into the study of global inequalities using qualitative research methods to gain a deeper understanding of the lived experiences of marginalized social groups. Through critical analysis and direct involvement in a research process, students will develop an intersectional framework to study and challenge global inequalities.
The first part of the course deals with the introduction of the concept of intersectionality and its relevance to the study of global inequalities and of the complex ways in which multiple forms of inequality intersect and perpetuate global disparities.
The second part explore qualitative research methods for studying global inequalities using an intersectional lens. Students will therefore have the opportunity to develop methodological skills to conduct qualitative research and interpret findings to inform social change. More specifically, this part of the course deals with the construction of a qualitative research design: from the elaboration of the research question to the choice of method and cases and their discussion and restitution.
The third part of the course then proposes some possible fields of study and paths of research, also through the discussion of empirical research recently conducted in in various fields, such as: 1) environment; 2) migration and domestic work; 3) digital divide in/through education; 4) global value chains; 5) platform work; 6) health; 7) anti-corruption mobilisations.
The last part of the lectures will be dedicated to the presentation of the research exercises conducted by students, with the aim of understanding, on the one hand, the main phases of a research: the research questions, the design of the study, the construction of the research tools, the carrying out of interviews, the analysis, and the presentation of the collected empirical data. On the other, the research exercise will allow students to delve into the study of global inequalities using qualitative research methods to gain a deeper understanding of the lived experiences of marginalized social groups. Through critical analysis and direct involvement in a research process, students will develop an intersectional framework to study and challenge global inequalities.
Prerequisiti
There are no requirements for prior knowledge and skills.
Metodi didattici
The lectures will include both frontal teaching and laboratory moments. Each week the slides and material used during the lectures will be made available on the course's Moodle page. The use of film material is planned to encourage learning and collective discussion. Seminars by external researchers are also planned to provide students with examples of recent research on global inequalities. Students will be involved in the presentation of these studies by writing posts in which they will comment on and discuss the proposed readings. They will also be asked to conduct a research exercise on a topic of their choice followed by a presentation in the classroom in which they will be asked to explain the research question addressed, the research design and empirical context, the research technique adopted and the main research findings.
Materiale di riferimento
EPISTEMOLOGICAL AND METHODOLOGICAL FOUNDATIONS:
- McCall, L. (2005). The complexity of intersectionality. Signs: Journal of women in culture and society, 30(3), 1771-1800.
- Colombo, E., & Rebughini, P. (2022). The way it goes: Epistemic and methodological encounters of intersectionality. AG About Gender-International Journal of Gender Studies, 11(22): 221-244
- Holstein, J. A., & Gubrium, J. F. (2016). Narrative Practice and the Active Interview. In D. Silverman (ed.) Qualitative Research, Part II (Interviews and Focus Groups), pp. 67-82. 4th ed. London: Sage.
- Broom, A., Hand, K., & Tovey, P. (2009). The role of gender, environment and individual biography in shaping qualitative interview data. International Journal of Social Research Methodology, 12(1), 51-65.
THEMATIC AREAS:
Environment:
- Suman, A. B. (2021). Striving for Good Environmental Information: Civic Sentinels of Oil Pollution in the South of the North. Law Env't & Dev. J., 17, 161.
- Fernandes-Jesus, M., Brendon, B., & Diniz, R. F. (2020). Communities reclaiming power and social justice in the face of climate change. Community Psychology in Global Perspective, 6(2/2), 1-21.
Migration and domestic work:
- Marchetti, S. (2022). Migration and Domestic Work: IMISCOE Short Reader (p. 87). Springer Nature.
Digital divide in/through education:
- Rafalow, M. H., & Puckett, C. (2022). Sorting machines: Digital technology and categorical inequality in education. Educational Researcher, 51(4), 274-278.
- Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., & Winters, N. (2021). Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+ create program. Computers & Education, 175, 104321.
Global value chains:
- Gereffi, G., Humphrey, J., & Sturgeon, T. (2005). The governance of global value chains. Review of international political economy, 12(1), 78-104.
- Bair, J. (2010). On difference and capital: Gender and the globalization of production. Signs: Journal of Women in Culture and Society, 36(1), 203-226.
Platform work:
- Wood, A. J., Graham, M., Lehdonvirta, V., & Hjorth, I. (2019). Networked but commodified: The (dis) embeddedness of digital labour in the gig economy. Sociology, 53(5), 931-950.
- Wood, A. J., Graham, M., Lehdonvirta, V., & Hjorth, I. (2019). Good gig, bad gig: autonomy and algorithmic control in the global gig economy. Work, employment and society, 33(1), 56-75.
Health:
- Schrecker, T., Labonté, R., & De Vogli, R. (2008). Globalisation and health: the need for a global vision. The Lancet, 372(9650), 1670-1676.
- De Vogli, R. (2011). Neoliberal globalisation and health in a time of economic crisis. Social Theory & Health, 9(4), 311-325.
- De Vogli, R., & De Falco, R. (2021). Socioeconomic inequalities and the Covid-19 Pandemic. Rivista sperimentale di freniatria, (2021/2).
Anti-corruption mobilisations:
- Chakraborty, A., & Mattoni, A. (2023). Addressing corruption through visual tools in India: the case of three civil society initiatives and their Facebook pages. Visual Studies, 1-18.
- Mattoni, A., & Odilla, F. (2021). Digital Media, Activism, and Social Movements' Outcomes in the Policy Arena. The Case of Two Anti-Corruption Mobilizations in Brazil. Partecipazione e conflitto, 14(3), 1127-1150.
- McCall, L. (2005). The complexity of intersectionality. Signs: Journal of women in culture and society, 30(3), 1771-1800.
- Colombo, E., & Rebughini, P. (2022). The way it goes: Epistemic and methodological encounters of intersectionality. AG About Gender-International Journal of Gender Studies, 11(22): 221-244
- Holstein, J. A., & Gubrium, J. F. (2016). Narrative Practice and the Active Interview. In D. Silverman (ed.) Qualitative Research, Part II (Interviews and Focus Groups), pp. 67-82. 4th ed. London: Sage.
- Broom, A., Hand, K., & Tovey, P. (2009). The role of gender, environment and individual biography in shaping qualitative interview data. International Journal of Social Research Methodology, 12(1), 51-65.
THEMATIC AREAS:
Environment:
- Suman, A. B. (2021). Striving for Good Environmental Information: Civic Sentinels of Oil Pollution in the South of the North. Law Env't & Dev. J., 17, 161.
- Fernandes-Jesus, M., Brendon, B., & Diniz, R. F. (2020). Communities reclaiming power and social justice in the face of climate change. Community Psychology in Global Perspective, 6(2/2), 1-21.
Migration and domestic work:
- Marchetti, S. (2022). Migration and Domestic Work: IMISCOE Short Reader (p. 87). Springer Nature.
Digital divide in/through education:
- Rafalow, M. H., & Puckett, C. (2022). Sorting machines: Digital technology and categorical inequality in education. Educational Researcher, 51(4), 274-278.
- Denton-Calabrese, T., Mustain, P., Geniets, A., Hakimi, L., & Winters, N. (2021). Empowerment beyond skills: Computing and the enhancement of self-concept in the go_girl code+ create program. Computers & Education, 175, 104321.
Global value chains:
- Gereffi, G., Humphrey, J., & Sturgeon, T. (2005). The governance of global value chains. Review of international political economy, 12(1), 78-104.
- Bair, J. (2010). On difference and capital: Gender and the globalization of production. Signs: Journal of Women in Culture and Society, 36(1), 203-226.
Platform work:
- Wood, A. J., Graham, M., Lehdonvirta, V., & Hjorth, I. (2019). Networked but commodified: The (dis) embeddedness of digital labour in the gig economy. Sociology, 53(5), 931-950.
- Wood, A. J., Graham, M., Lehdonvirta, V., & Hjorth, I. (2019). Good gig, bad gig: autonomy and algorithmic control in the global gig economy. Work, employment and society, 33(1), 56-75.
Health:
- Schrecker, T., Labonté, R., & De Vogli, R. (2008). Globalisation and health: the need for a global vision. The Lancet, 372(9650), 1670-1676.
- De Vogli, R. (2011). Neoliberal globalisation and health in a time of economic crisis. Social Theory & Health, 9(4), 311-325.
- De Vogli, R., & De Falco, R. (2021). Socioeconomic inequalities and the Covid-19 Pandemic. Rivista sperimentale di freniatria, (2021/2).
Anti-corruption mobilisations:
- Chakraborty, A., & Mattoni, A. (2023). Addressing corruption through visual tools in India: the case of three civil society initiatives and their Facebook pages. Visual Studies, 1-18.
- Mattoni, A., & Odilla, F. (2021). Digital Media, Activism, and Social Movements' Outcomes in the Policy Arena. The Case of Two Anti-Corruption Mobilizations in Brazil. Partecipazione e conflitto, 14(3), 1127-1150.
Modalità di verifica dell’apprendimento e criteri di valutazione
For ATTENDING students, assessment is based on a combination of
1. class participation and posts (30%)
2. in-class presentation of the research work carried out (20%)
3. writing of the final paper (50%)
1.
Attendance will be monitored via the EasyAcademy suite. Students who attend at least 75% of the lectures are considered to be attending; a maximum of 5 absences is therefore permitted.
Students are expected to participate regularly and contribute to class discussions. Please pay attention to group dynamics so that everyone feels comfortable to speak up. Students are required to complete assigned readings and posts before lectures marked with an asterisk (*) in the slides presented to introduce the course.
Posts must present thoughtful and analytical comments rather than subjective opinions. Submitting by the deadlines is essential for posts to contribute to classroom discussions. Posts submitted late will not be considered. Evaluation of the posts will focus on the students' ability to summarise and critically discuss the key concepts and arguments presented in the assigned readings, as well as the overall quality of the writing. In particular, students are asked to:
- Identify the author's main argument and outline its structure
- Analysing the author's approach in providing support for the argumentation
- Discuss their own counter-arguments to the author's main argument.
Start posts without including general background information or introductions. Adopt a formal discussion style without using bulleted lists or lists. Each post should be between 350 and 500 words. A bibliography is not required for posts, but citations are required.
2.
The last lectures will be devoted to the presentation of the research exercise carried out by the attending students. In particular, through class discussion on how to construct a qualitative research design and interview guide, the course aims to train students to conduct social research aimed at investigating global inequalities, and to be able to present the empirical material collected in class.
3.
The written paper - to be developed in pairs (8,000 words, excluding appendix) - aims to test the students' knowledge and analytical skills in line with the expected learning outcomes. In particular, the paper is to be developed on the basis of a research exercise to be conducted using the qualitative interview technique. The paper is assessed on the basis of the ability to critically discuss the issues addressed during the course. In particular, the paper must consist of five parts:
i. Illustration of the topic to be addressed and the research question to be answered
ii. Description of the research design and the empirical context in which it was conducted
iii. Argumentation of the research method used (offline or online interviews)
iv. Presentation of the main research findings
v. Discussion and conclusions
Finally, the interview guide used and the informed consent must be included in the appendix.
The assessment takes into account the students' ability to critically illustrate their arguments and the appropriateness of the specific language related to the study of global inequalities. The ability to make connections between the concepts addressed during the course and the research exercise carried out constitute further elements of assessment.
--
For NON-ATTENDING students, the assessment is based on a combination of:
1. writing of the final paper (50%)
2. oral examination (50%)
1.
The written paper - to be developed individually (5,000 words excluding appendix) - aims to test students' knowledge and analytical skills in line with the expected learning outcomes. In particular, the paper is to be developed on the basis of a research exercise to be conducted using the qualitative interview technique. The paper is assessed on the basis of the ability to critically discuss the issues addressed during the course. In particular, the paper must consist of five parts:
i. Illustration of the topic to be addressed and the research question to be answered
ii. Description of the research design and the empirical context in which it was conducted
iii. Argumentation of the research method used (offline or online interviews)
iv. Presentation of the main research findings
v. Discussion and conclusions
Finally, the interview guide used and the informed consent should be included in the appendix.
The assessment takes into account the ability to critically illustrate students' arguments and the appropriateness of the specific language relating to the investigation of global inequalities.
2.
The oral examination will take place approximately two weeks after the submission of the paper and will cover both the topics addressed in the paper and the texts indicated in the bibliography of the course.
1. class participation and posts (30%)
2. in-class presentation of the research work carried out (20%)
3. writing of the final paper (50%)
1.
Attendance will be monitored via the EasyAcademy suite. Students who attend at least 75% of the lectures are considered to be attending; a maximum of 5 absences is therefore permitted.
Students are expected to participate regularly and contribute to class discussions. Please pay attention to group dynamics so that everyone feels comfortable to speak up. Students are required to complete assigned readings and posts before lectures marked with an asterisk (*) in the slides presented to introduce the course.
Posts must present thoughtful and analytical comments rather than subjective opinions. Submitting by the deadlines is essential for posts to contribute to classroom discussions. Posts submitted late will not be considered. Evaluation of the posts will focus on the students' ability to summarise and critically discuss the key concepts and arguments presented in the assigned readings, as well as the overall quality of the writing. In particular, students are asked to:
- Identify the author's main argument and outline its structure
- Analysing the author's approach in providing support for the argumentation
- Discuss their own counter-arguments to the author's main argument.
Start posts without including general background information or introductions. Adopt a formal discussion style without using bulleted lists or lists. Each post should be between 350 and 500 words. A bibliography is not required for posts, but citations are required.
2.
The last lectures will be devoted to the presentation of the research exercise carried out by the attending students. In particular, through class discussion on how to construct a qualitative research design and interview guide, the course aims to train students to conduct social research aimed at investigating global inequalities, and to be able to present the empirical material collected in class.
3.
The written paper - to be developed in pairs (8,000 words, excluding appendix) - aims to test the students' knowledge and analytical skills in line with the expected learning outcomes. In particular, the paper is to be developed on the basis of a research exercise to be conducted using the qualitative interview technique. The paper is assessed on the basis of the ability to critically discuss the issues addressed during the course. In particular, the paper must consist of five parts:
i. Illustration of the topic to be addressed and the research question to be answered
ii. Description of the research design and the empirical context in which it was conducted
iii. Argumentation of the research method used (offline or online interviews)
iv. Presentation of the main research findings
v. Discussion and conclusions
Finally, the interview guide used and the informed consent must be included in the appendix.
The assessment takes into account the students' ability to critically illustrate their arguments and the appropriateness of the specific language related to the study of global inequalities. The ability to make connections between the concepts addressed during the course and the research exercise carried out constitute further elements of assessment.
--
For NON-ATTENDING students, the assessment is based on a combination of:
1. writing of the final paper (50%)
2. oral examination (50%)
1.
The written paper - to be developed individually (5,000 words excluding appendix) - aims to test students' knowledge and analytical skills in line with the expected learning outcomes. In particular, the paper is to be developed on the basis of a research exercise to be conducted using the qualitative interview technique. The paper is assessed on the basis of the ability to critically discuss the issues addressed during the course. In particular, the paper must consist of five parts:
i. Illustration of the topic to be addressed and the research question to be answered
ii. Description of the research design and the empirical context in which it was conducted
iii. Argumentation of the research method used (offline or online interviews)
iv. Presentation of the main research findings
v. Discussion and conclusions
Finally, the interview guide used and the informed consent should be included in the appendix.
The assessment takes into account the ability to critically illustrate students' arguments and the appropriateness of the specific language relating to the investigation of global inequalities.
2.
The oral examination will take place approximately two weeks after the submission of the paper and will cover both the topics addressed in the paper and the texts indicated in the bibliography of the course.
Siti didattici
Docente/i
Ricevimento:
Lunedì 17.30-19.00 ; Martedì 17.30-19.00
Si prega di contattare la docente via email per fissare un appuntamento