Charles U: Researcher in Comparative Area Studies, Focus on Africa (Czech Republic)

Postdocs

Postdoctoral researcher in Comparative Area Studies, with a Focus on Africa, Charles University, Prague, Czech Republic. Deadline: 14 September 2026.

The Faculty of Arts, Charles University (Prague, Czech Republic) is seeking a postdoctoral researcher in comparative area studies, with a focus on Sub-Saharan Africa. As part of the project funded by Horizon Europe (ERA Chair in Multidisciplinary Area Studies, ERA-AREAS), this post holder will participate in the international research group under the newly established Center for Multidisciplinary Area Studies (CenMAS). The applicant will work closely with the ERA Chair Holder, Prof Mariana Llanos, and the research group leader, Dr. Mahmoud Farag.

The Faculty of Arts belongs among the largest and longest-established centers for area studies research and instruction in Central and Eastern Europe, covering all global regions in its research. By engaging in the ERA-AREAS project, the Faculty seeks to strengthen its area studies programs focused on non-European global regions and Eastern Europe. They invite applications from scholars within area studies whose research demonstrates strong regional expertise and a commitment to addressing globally significant issues through a social science lens. The ideal candidate will employ comparative methodologies and actively engage in disciplinary debates within area studies on critical current events from a comparative perspective. While the specific disciplinary focus of the applicants is secondary (gravitating towards the loosely defined core of sociology, political science, economics, contemporary history or anthropology), the researcher is expected to engage in research of the causes and consequences of contemporary crises in Sub-Saharan Africa which include, in particular, political crises, economic shocks, coups, democratic breakdowns, social protests, early government terminations, threats to democracies, and outbursts of political violence.

Aarhus Institute for Advanced Studies: Visiting Fellowships 2027 (Denmark)

FellowshipsVisiting Fellowships for researchers on sabbaticals, Aarhus Institute for Advanced Studies, Aarhus University, Aarhus, Denmark. Deadline: 6 October 2026 for fellowships February-August 2027.

Aarhus Institute of Advanced Studies at Aarhus University offers a number of visiting fellowships to outstanding researchers from abroad who are looking for an opportunity to engage in the international and interdisciplinary research community of AIAS and to collaborate with the research environments at Aarhus University (AU).

Visiting fellows will have their daily office space at AIAS, and will have the opportunity to participate in the activities at AIAS and at the relevant research environments at AU. AIAS offers optimal office facilities, and a thriving international and interdisciplinary community with joint social and academic activities.

Applicants must have a PhD and a minimum of four years of postdoctoral research experience at the time of the application deadline. AIAS Visiting Fellowships are without salary, and it is therefore expected that successful applicants will bring their salary with them from their home institution. Applicants should have active collaborations with Aarhus University and have established contact with a researcher or research community at Aarhus University. An open-minded approach and a curiosity to other academic disciplines than your own is a great advantage.

KC115 Cross-Cultural Adaptation Translated into Turkish

Key Concepts in ICDContinuing translations of Key Concepts in intercultural Dialogue, today I am posting KC115: Cross cultural adaptation, which Su-Ann Tan wrote last year, and which İçten Duygu Özbek has now translated into Turkish.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download the PDF. Lists organized chronologically by publication date and number, alphabetically by concept in English, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC115 Cross-cultural Adaptation translated into Turkish

Tan, S.-A. (2026). Cross-cultural adaptation [Turkish] (İ. D. Özbek, Trans.). Key Concepts in Intercultural Dialogue, 115. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2026/07/kc115-cross-cultural-adaptation_turkish.pdf

The Center for Intercultural Dialogue publishes a series of short briefs describing Key Concepts in Intercultural Dialogue. Different people, working in different countries and disciplines, use different vocabulary to describe their interests, yet these terms overlap. Our goal is to provide some of the assumptions and history attached to each concept for those unfamiliar with it. As there are other concepts you would like to see included, send an email to the series editor, Wendy Leeds-Hurwitz. If there are concepts you would like to prepare, provide a brief explanation of why you think the concept is central to the study of intercultural dialogue, and why you are the obvious person to write up that concept.

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Tufts U: Assistant Director, Global Education, External Programs (USA)

“JobAssistant Director of Global Education, External Programs, Tufts University, Medford, MA, USA (Hybrid). Deadline: 30 July 2026.

Tufts Global Education (TGE) advances the university’s mission by providing and supporting international academic and experiential learning opportunities for students across the School of Arts and Sciences, School of Engineering, and the School of the Museum of Fine Arts. Through a broad portfolio of education abroad programs, global partnerships, research opportunities, internships, and other international experiences, TGE fosters student learning, intercultural competence, global citizenship, and academic engagement beyond the classroom.

The division develops, administers, and supports a range of global programs, including university-sponsored semester and year-long programs, short-term faculty-led experiences, international research and internship opportunities, exchange partnerships, and approved third-party study abroad options. Working collaboratively with faculty, academic departments, international institutions, and external organizations worldwide, TGE ensures that global experiences are academically rigorous, culturally immersive, and aligned with institutional priorities.

As a University resource, TGE provides leadership and expertise in international program development, global partnership management, student mobility, international operations, compliance, health and safety, risk management, and cross-campus collaboration. The division works closely with academic and administrative units across the university to support strategic global initiatives and enhance access to international opportunities.

TGE is committed to expanding participation in global education by reducing barriers to access, supporting students from diverse backgrounds, increasing engagement in STEM-related international experiences, and integrating global learning with the university’s academic, research, and experiential learning goals. Through these efforts, the division strengthens Tufts’ global presence and prepares students to thrive in an increasingly interconnected world.

They are seeking an independent and experienced programmatic global education / education abroad professional to come in and hit the ground running. Key areas of responsibility include: Advising, Enrollment Management, Transfer of Credit, Student Outreach & Education, Program Assessment, Partnerships & Projects and Event Planning.

The Assistant Director oversees student participation in external education abroad programs within Tufts Global Education. This position plays a critical role in advising students who are preparing to go abroad, as well as managing transfer credits from education abroad programs to be applied towards degree requirements. They will be well-versed in the wide array of programs and partners. In addition, they will organize, coordinate and plan study abroad fairs/events with external program partners. The portfolio of programs will change based on division needs, student enrollment, and the expansion of custom programs. The AD must be experienced in the education abroad field, self-directed, and collaborative. They need to work effectively with various academic and student service units, as well as outside constituents (parents, international and national partners, etc.), to deliver the highest quality student experience possible. This role requires leadership, excellent communication skills, understanding of student development, and they must be extremely organized.

IIE: Director of Communications (USA)

“JobDirector of Communications, Institute of International Education, Washington, DC, USA (Hybrid). Deadline: 31 July 2026.

The Institute of International Education (IIE) is hiring a Director of Communications. This position will work with the IIE Communications team. The Director, IIE Communications advances the impact of IIE’s work by building engagement inside and outside the organization. The Director leads a team of communications professionals who serve IIE’s leadership, programs, business development and philanthropy teams through digital content management, strategic campaigns, brand stewardship, creative and graphics, and press/ media management. This role is responsible for annual planning, cross-organizational collaboration, crisis communications, and promoting excellence through highest professional standards in all aspects of communications work.

This position reports to the Chief of Staff (COS) and supports executive messaging as well as organizational communications. The Director supports internal and external communications strategy development and collaborates closely with IIE public affairs consultants. The ideal candidate brings extensive experience in strategic communications, executive-level messaging, project management of large-scale initiatives, and a demonstrated ability to navigate complex, sensitive communications situations with sound judgment and professionalism.

Storytelling in a Multicultural Setting

Resources in ICD“ width=

Gross, Diana, & Mancel, Corinne. (2026). Storytelling in a multicultural setting: intercultural collaboration between Austrian and French student teachers through eTwinning. Journal of Advanced Education Studies, 8(1).

International collaboration in teacher education plays an increasingly significant role in preparing future educators for culturally diverse classrooms. This article presents a collaborative project conducted between Austrian and French pre-service primary teachers, also called student teachers, who worked together to create multicultural picture-story versions using the digital platform eTwinning. The aim of the project was to initiate intercultural learning processes through collaborative digital storytelling while promoting teaching skills in the field of foreign language teaching. 25 students (12 from Austria, 13 from France) from Private University College of Teacher Education Augustinum (PPH Augustinum) in Graz (Austria) and Teacher Training Institut (INSPÉ) of University of Picardie Jules Verne in Laon (France) took part in their university courses. The student teachers worked together in binational groups and developed French versions of picture stories on the German literacy website Amira-lesen. The evaluation was conducted using a questionnaire and qualitative feedback from the students. The results show that the collaboration fostered intercultural awareness, collaborative competence, and reflection on cultural similarities and differences. Student teachers reported gaining new insights into communication across cultures, pedagogical creativity, and teamwork in multilingual environments. At the same time, the results highlight challenges, particularly regarding language barriers or different working styles. The experience demonstrates how storytelling and digital collaboration can serve as powerful pedagogical tools for intercultural teacher education and for personal development.

CIRN Intesa Sanpaolo Visiting Fellowship 2027 (UK)

FellowshipsCIRN Intesa Sanpaolo Visiting Fellowship, CRASSH, University of Cambridge, England, UK. Deadline: 18 September 2026.

The Cambridge Italian Research Network (CIRN) Intesa Sanpaolo Visiting Fellowship is intended to offer an opportunity for an outstanding early career postdoctoral scholar whose research focuses on Italy to spend a period of time at Cambridge developing research on a given broad theme.

The Fellow will be expected to reside for one term in Cambridge, during the period 27 April to 30 June 2027. During their time in Cambridge, the Fellow will be expected to: i. carry out their own research linked to the theme; ii. conceive and organise a one-day interdisciplinary colloquium related to the theme.

The Fellow will hold a Visiting Fellowship at CRASSH (Centre for Research in the Arts, Social Sciences and Humanities) for the period of their stay and will be expected to participate in its activities, in particular the weekly CRASSH Fellows’ research practice seminars. They will also be encouraged to make connections with Cambridge researchers in their field(s) and with members of CIRN (Cambridge Italian Research Network).

The research theme for the Fellowship in 2026/27 will again be ‘Italian Ecologies’.

UC Louvain: FSR Postdocs 2027 (Belgium)

Postdocs
15 FSR Postdocs, Université Catholique de Louvain, Belgium. Deadlines: 23 September 2026.

 

The 2027 call is funded by FSR funds. This will allow to award 15 post-doctoral 3 years-fellowships. This funding aims to create favourable conditions for transnational mobility of highly qualified researchers through the award of postdoctoral fellowships. All scientific disciplines are eligible.

 

The incoming postdoctoral fellowships are intended for:

* experienced researchers with a doctorate;

* researchers with a maximum of five years’ postdoctoral experience;

* researchers who are internationally mobile, i.e. who have not lived or carried out their main activity (work, study, etc.) in Belgium for more than 24 months in the three years prior to the project start date.

* All nationalities are eligible.

British Academy: International Interdisciplinary Research Projects 2027 (UK)

GrantsInternational Interdisciplinary Research Projects 2027, British Academy, England, UK. Deadlines: 7 October 2026.

The British Academy has launched the International Interdisciplinary Research Projects 2027 programme, offering up to £300,000 in funding for collaborative global research under the theme “Mobilities.” This prestigious funding supports interdisciplinary projects exploring how people, ideas, materials, and innovations move across societies, borders, and time.

Key highlights:
* Funding: Up to £300,000 per project (2 years)
* International, interdisciplinary collaboration required
* Focus on Humanities + Social Sciences (with STEM integration encouraged)
* Supports travel, fieldwork, research teams, and knowledge exchange
* Thematic areas: migration, trade, innovation, and movement of ideas
* Project Start: March–April 2027

CID Poster 10: Multiculturalism vs. Social Cohesion Translated into Catalan

CID PostersThis poster was designed by Linda J. de Wit; it was the second to illustrate one of the Key Concepts in Intercultural Dialogue.

The content here combines KC19: Multiculturalism by Polina Golovátina-Mora and Raúl Alberto Mora with KC79: Social Cohesion, written by Narine Nora Kerelian and Gizem Arat.

The Catalan translation was provided by Neus Crous-Costa, and the graphic design work necessary to revise was by Yan Qiu. Here then is CID Poster 10: Multiculturalisme i Cohesió Social.

CID Poster 10 translated into Catalan

Just in case anyone wants to cite this poster, the following would be the recommended format:

Center for Intercultural Dialogue. (2026). Multiculturalisme i cohesió social [N. Crous-Costa, trans.]. CID Posters, 10. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2026/03/cid-poster-10-multiculturalism-catalan.png

As with other series, CID Posters are available for free on the site; just click on the thumbnail to download a printable version. They may be downloaded, printed, and shared as is, without changes, without cost, so long as there is acknowledgment of the source.

As with other CID Publications, if you wish to prepare an original contribution, please send an email before starting any work to receive approval, to minimize inadvertent duplication, and to learn about technical requirements. As is the case any series, posters should be created initially in English. If you want to volunteer to translate a poster into a language in which you are fluent, send in a note before starting, to receive approval and to confirm no one else is working on the same one.

Wendy Leeds-Hurwitz
Director, Center for Intercultural Dialogue
intercult.dialogue AT gmail.com

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.