CID Poster 3: Intercultural Dialogue Definition Translated into Spanish

CID PostersThis poster was designed by Linda J. de Wit, and published previously; it now has been translated into Spanish.

The quote by Peter Praxmarer does not come from a publication, but from a Skype conversation we had on April 25, 2017. I was struck by what he said, and how nicely it summed up the concept of intercultural dialogue, and requested permission to turn the definition into a poster, and he graciously agreed. In terms of visual design, Linda indicated “art” by the picture frame, and “science” by the design in the background. Hopefully this definition will find a wide audience, because I think it does a better and more concise job of explaining intercultural dialogue than other definitions I’ve seen.

The Spanish translation was provided by Neus Crous-Costa, and the graphic design work necessary to revise was by Yan Qiu. Here then is CID Poster 3: Definición de diálogo intercultural.

 

CID Poster 3 translated into SpanishJust in case anyone wants to cite this poster, the following would be the recommended format:

Center for Intercultural Dialogue. (2026). Definición de diálogo intercultural [N. Crous-Costa, trans.]. CID Posters, 3. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2026/02/cid-poster-3-art-and-science-spanish.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

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

U College Dublin: Postdoc with Generation EU (Ireland)

Postdocs

Postdoctoral Research Fellow with Generation EU, University College Dublin, Dublin, Ireland. Deadline: 1 May 2026.

Applications Applications are invited for a temporary post of a UCD Post-doctoral Research Fellow Level 1 within the UCD School of Psychology, 1 September 2026 to 31 August 2027.

Youth in Europe may be the first generation of native EU citizens in their country; their support for and identification with Europe are essential for peace on the continent. Identity formation is an essential development task across the lifespan; yet in middle childhood and early adolescence, there is low identity complexity. Therefore, it is essential to understand how children and adolescents develop and identify with superordinate categories (e.g. being European), and the impact of those identities on individual (e.g. well-being, civic engagement) and societal outcomes (e.g. social cohesion, peace).

GENERATION EU has three aims. First, GENERATION EU will explore the development and predictors of European identity within and between countries, regions, and social groups, alongside changes over time. Second, GenEU will investigate the impact of European identity – on individual children and adolescents, as well as on society as whole. Third, a paradox of inclusion is often excluding others. GENERATION EU will trace the potential unintended negative consequences or backlash effects of European identity.

More specifically, this role will advance studies across three of GENERATION EU’s Work Package, spanning childhood and adolescence. The role will include designing, implementing and analysing a 3-wave quasi-experimental, accelerated longitudinal study in primary schools, as well as secondary data wrangling and analyses on large, cross-national datasets from dozens of countries across 4 waves on adolescent identity, school experiences, and social outcomes. This role will also entail project and lab management, data visualisation, co-supervision of research assistants, and science communication and dissemination for policy impact.

U Utah Asia: Open Rank, Tenure-Track Position, Master’s Program in Communication (South Korea)

“JobOpen Rank, Tenure-Track Position, Master’s Program in Communication, University of Utah, Asia Campus, Incheon, South Korean. Deadline: Review of applications begins 27 March 2026.

The Department of Communication at the University of Utah invites applications for an open-rank tenure-track position in Communication at the University of Utah Asia Campus (UAC), effective July 1, 2026. Appointments will be made at the advanced Assistant Professor, Associate Professor, or Professor level. This position is a full-time, in-residence, in-person position in Incheon, South Korea and will have a 2/2 teaching load on the semester system. A PhD in Communication, a terminal degree in an allied field, or equivalent professional and/or industry experience and status is required. ABD candidates will not be considered.

Applicants should have a broad understanding of the field of communication. Extensive professional and/or industry experience in strategic communication, advertising, public relations, marketing, journalism, media effects, and/or media studies is highly desirable.

U Groningen: PhD Studentship in Mapping Older Migrants’ Family Networks (Netherlands)

“Studentships“PhD Studentship in Mapping Older Migrants’ Family Networks, University of Groningen, Netherlands. Deadline: 31 March 2026.

Supervisors: Basak Bilecen (University of Groningen), Vera de Bel (University of Groningen), and Swantje Falcke (Utrecht University)

What do the family networks of older migrants in the Netherlands look like, and how do they relate to strengthening or weakening social cohesion? This project uses microdata from Statistics Netherlands (CBS) to analyse differences in the size, structure and spatial distribution of kinship networks among older migrants and non-migrants. This PhD project will compare patterns across diverse migrant groups and explore how these relate to key outcomes such as health, well-being, and loneliness in later life. This position offers the opportunity to work with rich population-level data and contribute to timely debates on ageing, migration and social inequalities.

10 Online Talks on Critical Interculturality (Finland)

Events10 Online Talks on Critical Interculturality, University of Helsinki, Finland, April-May 2026. Deadline to register: 26 March 2026.

The TENSION research group (Faculty of Educational Sciences, University of Helsinki) and Routledge present a series of 10 international talks offering new perspectives on critical interculturality. Each session features an author from the Routledge book series on interculturality edited by Fred Dervin, discussing their work. They will explore their book’s genesis, key findings and research challenges, focusing on how it provides new critical understandings of interculturality. These talks aim to showcase up-to-date and critical work on this complex notion. Join Thursdays between 16:00 and 17:00 Finnish Time (EET/EEST, UTC+2/UTC+3) in April-May 2026 for these insightful presentations, followed by a live Q&A with a global audience.

One of the talks is by Mélodine Sommier, Anssi Roiha & Malgorzata Lahti, discussing their book Interculturality in Higher Education, previously the topic of a guest post for the Center.

 

UNESCO Futures of Education Update 2026

“UNESCO”

Future of Education Newsletter launched, UNESCO, Paris, France.

 

UNESCO has just launched a newsletter with details of activities (some in person and others online), including IdeasLab, and Futures Dialogue, and publications related to their Futures of Education Programme, begun in 2020. Follow the link above for details.

One example of a future event is this:
Building Digital Futures for Public Education International Day for Digital Learning
In-person event | Helsinki, Thursday, 19 March 2026

The 2026 International Day for Digital Learning, under the theme of ‘Building digital futures for public education’, is an invitation to showcase where and how countries, provinces and school districts are building – and using – digital commons to strengthen public education and improve its outcomes. In line with the 2026 theme, UNESCO, together with UNICEF and the International Telecommunication Union (ITU), will launch the Charter for Public Digital Learning Platforms on the International Day.

Background information:

UNESCO’s Futures of Education Programme anticipates and imagines new possibilities for education. It looks beyond the immediacy of today and tomorrow and takes a longer-term view of the purposes, functions and processes of education. Because education shapes the future, it is vital to generate ideas and suggest orientation to construct the future of education.

The Center for Intercultural Dialogue held three focus groups as part of the information gathering stage of the Futures of Education project, preparing what we learned as a report for UNESCO, in 2021. A few months later they requested concrete examples from around the world, and we prepared an addendum.

CFP ICA Regional Chapters

“Collaborative

Call for proposals: Additional Regional Chapters: Expanding ICA’s Global Scholarly Community, International Communication Association, USA. Deadline: 1 April 2026.

International Communication Association Regional Chapters mapICA’s current six regional chapters are: Indonesia, Nigeria, China, Kenya, France, and India. In just a short span, these Regional Chapters have been pivotal in advancing their founding purpose:

  • Build networks by creating local scholarly communities that foster collaboration, mutual support, and the exchange of ideas, ensuring researchers can connect and thrive no matter their location.
  • Develop capacity by offering training, mentorship, and resources to students , early-, mid- and late- career researchers, empowering the next generation of scholars to succeed and lead.
  • Amplify voices by promoting the work of scholars from underrepresented regions, ensuring their research contributes to global conversations and advances the broader academic community.
  • Expand access by breaking down barriers for scholars who are unable to attend the annual ICA conference, bringing opportunities for collaboration and growth closer to home.

Call for New Chapter Proposals

Building on the success of the pilot program, ICA now invites proposals for new chapters worldwide. Submissions must adhere to the following criteria:

Completed online submission form covering the chapter’s mission, goals, proposed governance structure, leadership team, financial plan, and planned programming. Applicants must also gather signed support from at least 15 individuals in the proposed country (faculty, graduate students, or professionals in communication or related fields) and endorsement signatures from at least 10 current ICA members worldwide. CVs of the proposed leadership team must accompany the submission. 

The Chapter Proponent must be an ICA member in good/active standing for at least the past six months, and have a mailing address in the proposed chapter’s country.

Only proposals for the establishment of a country-level (national) chapter will be accepted. Proposals representing cities, states, provinces, or other sub-national entities are not eligible. Countries where ICA has an existing chapter are not eligible.

CID Poster 1: Intercultural Communication / Competence / Dialogue Translated into Spanish

CID PostersThis poster was designed by Linda J. de Wit, and published previously; it now has been translated into Spanish.

This one provides a quick and easy way to understand, and differentiate between, the concepts of “intercultural communication,” “intercultural competence,” and “intercultural dialogue,” using a rooster and a sheep to represent members of different cultures (and she notes that the animals are vector designs by vecteezy.com).

The Spanish translation was provided by Neus Crous-Costa, and the graphic design work necessary to revise was by Yan Qiu. Here then is CID Poster 1: Comunicación / comunicació / competència.

CID Poster 1 translated into Spanish

The article where these explanations of these concepts (as well as lots of other concepts) were published is:

Leeds-Hurwitz, W. (2016). De la possession des compétences interculturelles au dialogue interculturel: Un cadre conceptuel [Moving from having intercultural competencies to constructing intercultural dialogues: A conceptual framework]. Les Politiques Sociales, 3/4, 7-22.

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

Center for Intercultural Dialogue. (2026). Comunicación / comunicació / competència intercultural [N. Crous-Costa, trans.]. CID Posters, 1. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2026/02/cid-poster-1-animals-spanish.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

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

Institute for Study Abroad: Custom Programs and Housing Manager (UK)

“JobCustom Programs and Housing Manager, Institute for Study Abroad, London, UK. Deadline: 27 April 2026.

Are you a lifelong learner with a curiosity about the world? Do you enjoy building meaningful programmes that support academic, personal, and intercultural growth for students? If so, you are invited to join IFSA’s global community as Custom Programmes and Housing Manager.

In this role, you will oversee the planning and delivery of IFSA’s custom academic programmes across England and Wales, while also managing IFSA-provided housing in London. You will play a key leadership role in ensuring high-quality academic, cultural, and logistical support for students, faculty, and partners, while leading a small, dedicated team.

Key Responsibilities:
* Oversee the end-to-end planning and delivery of custom programmes in England and Wales, ensuring deadlines, quality standards, and key performance indicators are met
* Prepare programme proposals and secure bookings for housing and cultural activities
* Provide academic, cultural, and operational support to faculty and programme participants
* Line manage Custom Programme Coordinators and short-term Programme Assistants, supporting performance, wellbeing, and professional development
* Collaborate with the Director, England and Wales Programmes and HR to recruit, train, and onboard staff
* Lead IFSA’s London housing strategy in partnership with senior leadership
* Manage relationships with housing providers and programme partners
* Ensure housing allocations maximise occupancy and meet diverse student needs
* Monitor provider compliance with IFSA health, safety, and wellbeing standards through evaluations and site visits
* Support onsite teams in resolving housing-related issues
* Contribute to student incident management and emergency response in line with established protocols

NYU London: Residence Life Administrator (UK)

“JobResidence Life Administrator, New York University in London, UK. Deadline: 26 April 2026.

NYU is committed to being a welcoming campus community that reflects and enacts the values of global inclusion, diversity, belonging, equity and accessibility that informs academic excellence. The position of Residence Life Administrator is a full-time position. The majority of working hours will be spent across NYU London’s campus buildings with a focus on Byron Court and Guilford House, which are operated by NYU London. Other work locations will include, but are not limited to the NYU London Academic Centre and NYU London’s externally partnered student accommodations locations. The postholders’ primary focus is to support residents and provide them with a living environment conducive to their academic and personal growth, across the calendar year with a focus on the fall and spring semesters.

The postholder will work as part of the Residential Life team to provide support and guidance for students; ensure compliance with University policies and procedures; maintain building safety and security; engage in customer service-related activities; supervise student leaders signposting students to other key resources; and other administrative tasks such as ordering supplies, checking deliveries, securely storing and monitoring stocks, checking and replenishing supplies in student apartments, providing and preparing keys for student rooms.

Responsibilities are carried out mainly through office hours and activities across NYU London’s campus buildings including weekly meetings, check in and checkout duties, welcome activities and campus events. The postholder will be on call during working hours, on a rotational basis shared with colleagues, and will respond to urgent issues that arise, supported by the senior members of the team and department. The position requires a positive service orientation while performing all duties.