João Carlos Relvão Caetano
Nuno Carlos de Fragoso Vidal

Human rights
Culture
Universalism
Relativism

1. Understand and critically analyse theoretical perspectives and current concepts around culture, human rights and the relationship between them;
2. Articulate different theoretical perspectives in different political, social and cultural contexts, both nationally and internationally;
3. Critically reflect on the relationship between universalism, particularism and relativism;
4. Reflect on the likely evolution of human rights and acquire skills to pursue qualified;
5. Acquire competences to develop independent research leading to the production of innovative knowledge and to analyse complex situations and realities, pondering their underlying implications and ethical and social responsibilities.
 

1.Cultures and human rights: general framework and fundamentals.
1.1. Fundamental tools for the protection of human rights.
2. Debates and controversies on cultures and human rights.
2.1. Relationship between value systems: universalism, particularism and relativism.
2.2. Tensions between multiculturalism, interculturalism and human rights.
3. Human Rights: prospective movements.
3.1. The relationship between (inter)national power and citizens.
 

Barry, Brian (2001), "The Abuse of 'Culture'", Culture and Equality: An Egalitarian Critique of Multiculturalism, Cambridge: Polity Press, pp. 252-291.
Benhabib, Seyla (2011), "Claiming Rights Across Borders: International Human Rights and Democratic Sovereignty", Dignity in Adversity: Human Rights in Turbulent Times, Cambridge: Polity Press, pp. 117-137.
Chavert, John e Nay, Elisa Naczynska (2008), "Liberalism and non-Western cultures", The Liberal Project and Human Rights: The Theory and Practice of a New World Order, Cambridge: Cambridge University Press, pp. 318-349.
Donnelly, Jack (2007), "The Relative Universality of Human Rights", Human Rights Quarterly, vol. 29, n.º 2, pp. 281-306.
Gagnon, Alain-G. e Iacovino, Raffaele (2005), "Interculturalism: expanding the boundaries of citizenship", Ramón Máiz e Ferran Requejo (eds.), Democracy, Nationalism and Multiculturalism, Londres: Frank Cass, pp. 25-42.
Geertz, Clifford (1989), "Uma Descrição Densa: Por uma Teoria Interpretativa da Cultura", A Interpretação das Culturas, Rio de Janeiro: LTC, pp. 3-21.
Griffin, James (2008), "Human Rights: The Incomplete Idea", On Human Rights, Oxford: Oxford University Press, pp. 9-28.
Griffin, James (2008), "Human Rights: The Incomplete Idea", On Human Rights, Oxford: Oxford University Press, pp. 9-28.
Nash, Kate (2009), "Conclusion", The Cultural Politics of Human Rights: Comparing US and UK, Cambridge: Cambridge University Press, pp. 166-189.
Okin, Susan Moller (1999), "Is Multiculturalism Bad for Women?", Joshua Cohen, Matthew Howard e Martha C. Nussbaum (eds.), Is Multiculturalism Bad for Women?, New Jersey: Princeton University Press, pp. 8-24.
Parekh, Bhikhu (2005) "Dialogue between cultures", Ramón Máiz e Ferran Requejo (eds.), Democracy, Nationalism and Multiculturalism, Londres: Frank Cass, pp. 13-24.
Santos, Boaventura Souza (1997) Por uma concepção multicultural dos Direitos Humanos, In Revista Crítica de Ciências Sociais, nº48-Junho, p.11-32. 

E-learning

Evaluation in this course is based on two major dimensions: 

A. Final Paper (60%), consisting on a scientific paper (classified within a maximum grade of 12 out of 20).This paper will be evaluated according to the following criteria: quality of the analysis of the theme; contents; extension and quality of the research involved; conceptual and linguistic attention; correct use of scientific norms.
The student is free to choose the theme within the thematic contents of the seminar and the theme is subject to prior approval by the professors of the seminar.
 
B. Continuous / Day-to-Day evaluation (40%), according to participation on the seminar activities (research, forums’ discussions, written assignments). The student will be classified within a maximum grade of 8 out of 20.Criteria for continuous evaluation: quality, consistency and relevance of participation in the seminar’s tasks.