Case Studies Japan (Travel Grants to Japan)

Study AbroadCase Studies Japan: Research Trip to Japan for Interdisciplinary Scholars and Graduate Students, Japan Foundation Center for Global Partnerships, Tokyo, Japan. Deadline: December 1, 2020.

This initiative offers an opportunity for an interdisciplinary group of faculty members and graduate students at U.S. institutions to travel to Japan and conduct case study field research in the realms of the humanities and social sciences. The goal is to provide participants, especially those who may not be familiar with Japan, with firsthand experiences to gain a deeper understanding of and make connections in Japan that will be useful in their own disciplines after the trip.

Eligibility: U.S. universities, colleges, or institutions with 501(c)3 status. A “Project Director,” who is a faculty member and Japan specialist from the applying institution, should have a PhD or terminal degree in their field and teach Japan-related courses, and must accompany the group on the trip. The group must include at least 5 faculty members and/or students not including the project director. More than half of the participants must not be specialized in Japanese Studies. Participants should primarily be from the applying institution, but those invited from relevant nearby institutions may also be considered.

KC31: Indigenous Translated into Spanish

Key Concepts in ICDToday sees the addition of a new language to the translations of the Key Concepts in Intercultural Dialogue.  S. Lily Mendoza wrote KC31: Indigenous in English in 2014, which Daniel Mateo Ordóñez has now translated into Spanish.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, 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.

KC31 Indigenous_SpanishMendoza, S. L. (2020). Indígena (Trans. D. M. Ordóñez). Key Concepts in Intercultural Dialogue, 31. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2020/10/kc31-indigenous_spanish.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue


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

Zhejiang U: Communication/International Studies (China)

“JobMultiple positions in International Studies, Communication/Media, Humanities, Zhejiang University, Hangzhou, China. Deadline: Varies by position.

Senior Lecturer/Associate Professor/Professor in International Studies, Deadline November 15, 2020.

(Specializations include Intercultural Communication, and Linguistics)

Leading Professor in Communication and Media Studies, Deadline: December 4, 2020.

Professor in Communication and Media Studies, Deadline: December 4, 2020.

Senior Lecturer/Associate Professor/Professor in Humanities, Deadline: November 30, 2020.

Brown U: Diversity in Digital Publishing Postdoc (USA)

Postdocs

Diversity in Digital Publishing Postdoctoral Research Associate, Center for Digital Scholarship, Brown University, Providence, RI. Deadline: November 15, 2020.

Brown University invites applications for a one-year Diversity in Digital Publishing Postdoctoral Research Associate appointment. As a member of Brown’s Center for Digital Scholarship, based at the University Library, the postdoctoral fellow will work as part of a multi-skilled team of experts to advance a set of public-facing faculty digital publications currently under development as part of the Mellon Foundation-supported Digital Publications Initiative. The fellow will help conceptualize, research, and administer a group of projects that relate directly to the history and experience of oppressed or marginalized peoples, are intended to engage both scholarly audiences and the wider public, and consider the political and cultural concerns of scholarly work that draws on and interprets traumatic pasts. The Diversity in Digital Publishing Postdoctoral Research Associate will also teach one course during the academic year in digital humanities or the fellow’s home discipline (departmental affiliation will be negotiated as appropriate). The fellow may play a role in the planning of a lecture series and other events designed to increase awareness of diverse scholarly voices. Approximately one third of the fellowship period would be devoted to the fellow’s own digital scholarship.

MPI Europe Policy Analysts

“Job Policy Analyst/Senior Policy Analyst/Associate Policy Analyst, Migration Policy Institute Europe, Brussels, Belgium. Deadline: Rolling deadline (posted October 13, 2020).

As a (Senior) Policy Analyst, you will contribute to a high-impact unit of migration experts through your curiosity, solid research, and data skills, as well as analytical and concise writing. We are looking for a top-rate analyst who will quickly get to grips with our rigorous research processes and develop a portfolio of projects that fits within our institutional strategy, while building your own reputation as the go-to expert for different policy issues. As an avid reader, you will be able to quickly assess fast-evolving situations and policy announcements so that you can discuss and analyse these with our extensive networks of policymakers, nongovernmental and intergovernmental organisations, journalists, and other key stakeholders. You will also help strengthen our networks by identifying and building critical relationships—including by speaking at public events and roundtables—and will help tap up-to-the-minute intelligence on policy developments. We are looking for someone who will share our commitment to excellence and impact, thrive off our convivial team spirit, and welcome our commitment to diversity. You will be a vital pillar of the strategic direction of our research and fundraising and become a mentor to junior staff.

Associate Policy Analyst, Migration Policy Institute Europe, Brussels, Belgium. Deadline: Rolling deadline (posted October 13, 2020).

As an Associate Policy Analyst, you will be expected to jump right in and quickly ramp up on the array of projects that our senior staff are leading, bolstering the brainpower of the team through your strong writing and analytic skills. Public events and private roundtables are also a big part of what we do to facilitate critical discussions. That means you will need to rapidly come to understand the landscape of the European policy community; research the appropriate policymakers, thought leaders, and organisations to connect with; and manage multiple event functions, from drafting invitations to following up with potential speakers. If you are organised, proactive, curious, an avid reader, have strong research and writing skills, and want an organisation that you can spend the next several years of your career growing with, you have come to the right place.

ICWA Fellowships

Fellowships

Fellowships, Institute of Current World Affairs, Washington, DC. Applications for June 2021 appointment are due December 15, 2020.

ICWA advances deep knowledge of global cultures and affairs by supporting fellows for two-year immersive programs of independent research and writing abroad. A proposed fellowship must hold the promise of enriching public life in the United States by advancing the understanding of foreign countries, cultures and trends. Public service, social activism or contribution to wider knowledge in the United States is the ultimate purpose, from a belief the public benefits from the wisdom and experience fellows acquire.

  • Candidates must be under 36 years of age at the time of the due date for the initial letter of interest.
  • US citizenship is not a requirement but candidates must show strong and credible ties to US society. 
  • Applicants must have excellent written and spoken English-language skills and must have completed the current phase of their formal education.
  • Candidates need necessary language skills to allow to them to carry out their proposed projects. 

When Culture and Visible Identity Clash

Resources in ICD“ width=

What does Irishness look like? (2018). Directed by Ola Majekodunmi.

What is “Irishness”? And what do you think it looks like? Many have a stereotypical view of this when it comes to mind. However, there is no one way to look Irish.

A raw short video-documentary based on personal stories from 15 different people who are Irish but are often questioned about their identity. It challenges people’s prejudice and opens a discussion on how we think about identity.

 

For a related series of videos, see Yes, I’m Irish, from The Journal of Ireland.

See also Key Concepts in Intercultural Dialogue, #22: Cultural Identity.

ETHMIGSURVEYDATA Network Training School (Spain but Online)

EventsInternational Ethnic and Immigrant Minorities’ Survey Data Network Training School, December 17-18, 2020, UAM / Casa de Velázquez, Madrid, Spain (but online). Deadline: October 23, 2020.

Organizers invite applications for participation in the 4th ETHMIGSURVEYDATA network Training School. As part of the COST Action CA16111 “International Ethnic and Immigrant Minorities’ Survey Data Network” (ETHMIGSURVEYDATA), the 4th Training School seeks to train a new generation of researchers interested in Ethnic and Migrant Minorities’ (EMM) integration with survey data by offering them the tools to design and analyze survey datasets on ethnic minorities or migrant minorities. The sessions will focus on methodological, conceptual, and ethical issues in designing and analyzing datasets on cross cultural / cross national research. Trainees will be offered guidelines regarding new and innovative ways of post-harmonizing datasets on EMM groups. The Training School will be delivered fully online, given the current public health situation.

CFP Diversity, Intersectionality, Transnationality & Pedagogy

“PublicationCall for Papers: Diversity, Intersectionality, Transnationality, and Pedagogy, Communication Education Forum, to be edited by Ahmet Atay (College of Wooster). Deadline: November 15, 2020.

The discourse of cultural diversity has emerged as a vital component of communication pedagogy. However, the current political events and social contexts that surround us—such as the Black Lives Matter movement, ongoing negative immigration discourse, changing visa policies to limit the experiences of immigrants and international students, as well as homophobia and transphobia within and outside of higher education—invite us, as communication education scholars, to respond to these exigencies and be more self-reflexive of our pedagogies. Perhaps more than ever before, the notion of cultural diversity is an instrumental part of communication pedagogy and of what we do in the classroom.

To understand the current political moment and the cultural dynamics that are shaping our interactions and pedagogies within and outside of the classroom, there is a need for a dynamic intersectional approach to our scholarship. Our classrooms are political because as faculty and students, we bring our culturally and politically marked bodies into the classroom. Hence, how we teach and learn, as well as what we do with the information we share, is always political, ideological, contextual, and influenced by history. Furthermore, our identities are fluid, ever-changing, and intersectional. The pedagogies that we employ must recognize this complex positionality and intersectionality.

Building on the discourse of critical communication pedagogy and critical intercultural communication pedagogy, this forum aims to provide a scholarly space to engage with critical approaches and intersectionality in the context of communication pedagogy. This forum invites scholars to engage with current political and cultural dynamics and how they are embodied in the classroom. Authors should address the following two questions in their essays:

    1. How can intersectionality help us to make sense of the current political moment and cultural dynamics in the classroom?
    2. In what ways can critical frameworks (e.g., transnational, postcolonial, decolonizing, feminist, and queer approaches) individually or intersectionally help communication teachers to engage with diversity?

The forum will consist of four essays. Essays should not exceed 1,000 words, including references. Please direct forum questions to Ahmet Atay. Please email a blinded copy of your essay by November 15, 2020, to Melissa Broeckelman-Post, Consulting Editor for Forums.

KC89 Xenophobia Translated into Spanish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#89: Xenophobia which Anastasia Karakitsou wrote for publication in English in 2017, and which Daniel Mateo Ordóñez has now translated into Spanish.

KC89 Xenophobia_Spanish

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, 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.

Karakitsou, A. (2020). Xenofobia (Trans. D. M. Ordóñez). Key Concepts in Intercultural Dialogue, 89. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2020/10/kc89-xenophobia_spanish.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue


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