Emancipatory feminist economics

Feminist economics, with its conceptualization of the care economy, analyzes the consequences of the androcentric bias common to major economic schools of thought, while simultaneously offering a powerful critique of the neoclassical perspective. It highlights the risks of pursuing profit accumulation without understanding the centrality of reproduction within the economy. This perspective argues that recognizing the importance of reproductive and care work, primarily performed by women, is fundamental to resolving the artificial separation between production and reproduction. In this crucial aspect, it intersects with heterodox perspectives such as the social and solidarity economy, ecofeminism, and community economies, which emphasize reproductive rationality in contrast to the ideal of competition and calculation, while also underscoring the importance of the care dimensions of life in addressing social needs. In this course, we emphasize how Latin America appropriates the theoretical and methodological frameworks produced by feminist economics and propose a way of understanding economics that is termed emancipatory because it accounts for a set of reflections rooted in the variety of struggles unfolding in the region in favor of life, opposing the pernicious effects left in the wake of the advance of neoliberalism. This approach is enriched by a transdisciplinary vocation, which seeks to broaden and deepen the understanding of the economic through a cross-section of readings that integrate feminist perspectives from anthropology, history, sociology, and other social sciences. This intersection of practices and ways of producing knowledge aims to build a common platform for envisioning an economy that places life at its center, with its histories, its places, its emotions, and solidarity with the land and with future generations.

GENERAL OBJECTIVE To develop the theoretical foundations of emancipatory feminist economics by analyzing its main axes and components, motivating critical analysis by the participants of the course.

SPECIFIC OBJECTIVES That students:  Identify the main theoretical guidelines that underpin the feminist perspective of economics and the definitions associated with the care economy.  Understand the points of intersection and contributions of the popular, social, and solidarity economy in its interaction with feminist economics.  Reflect on the implications of a decolonial perspective in understanding economics.

• The emancipatory feminist economy from Mexico to Argentina
• The contribution of feminism to the critical understanding of economics
• The care economy: The challenges of class and race
• Social and popular economies versus neoliberal fundamentalism. The crisis is one of reproduction.
• Racism, economics, and labor. Structural violence: racialized, gendered, and exploited bodies
• Working within the communal/community network: Transformations from subaltern practices to economies for life
• Dynamics in the process of constructing thought and political constructions of Buen Vivir-Ubuntu in black communities
• The perspective of ecofeminism in Latin America
• Depatriarchalize the land. Ruralize feminism
• A Post-Patriarchal Economy

 

The basic requirements for taking a seminar are:

• Availability of at least 4 hours per week to dedicate to the seminar course.
• Internet access.
• Reasonable handling of communication and computer tools.
• Language proficiency in the language in which the course will be taught. The official languages ​​are Spanish and Portuguese.

The seminars last 10 weeks, plus the completion of a final project. 48 hours of work with the instructor and 90 hours of total dedication will be credited.

A course consists of 10 classes, each accompanied by required readings, supplementary readings, discussion forums, and learning activities proposed by the teaching team, as well as partial submissions and a final project. The course is delivered online and asynchronously. Some instructors may propose synchronous activities. In these cases, the time and date will be agreed upon in advance between the teaching team and the students to ensure everyone's participation. To pass the seminar, students must participate in at least 80% of the discussion forums and activities proposed by the instructors, complete all scheduled partial submissions, and pass the final project.

The possible payment methods are credit card, bank transfer and bank deposit.