Center for Intercultural Dialogue

UNAOC: Young Peacebuilders in South Caucasus & Central Asia

Young Peacebuilders in South Caucasus and Central Asia, United Nations Alliance of Civilizations, New York, USA. Deadline: 30 July 2026.

The United Nations Alliance of Civilizations (UNAOC) is accepting applications for the 9th edition of the Young Peacebuilders Programme, a peace education initiative designed for young leaders from South Caucasus and Central Asia. The programme equips participants with practical peacebuilding skills, mentorship, regional networks, and opportunities to implement community-based peace projects that promote social cohesion, intercultural dialogue, and sustainable peace.

The UNAOC Young Peacebuilders Programme is a flagship youth peacebuilding initiative that empowers young civil society leaders to become agents of positive change in their communities. Implemented under the Peace4Culture Global Call framework, the programme focuses on strengthening youth leadership, promoting intercultural understanding, and supporting community-driven peace initiatives.

The programme combines online learning, in-person training, project implementation, and regional networking to help participants develop the skills and knowledge needed to address conflict, polarization, prejudice, and social divisions.

The programme supports initiatives and learning in the following key focus areas:

Peacebuilding
Social cohesion
Intercultural dialogue
Interfaith dialogue
Conflict transformation
Peace education
Prevention of violent extremism
Youth participation in peace and security
Community-based peace initiatives
Cultural diversity
Nonviolence and inclusion
Youth leadership development

CID Poster 7: Social Justice / Social Harmony Translated into German

This poster was designed by Linda J. de Wit, was the first to illustrate one of the Key Concepts in Intercultural Dialogue as the source. The content here comes from KC79: Social Cohesion, written by Narine Nora Kerelian and Gizem Arat.

The German translation was provided by Dominic Busch, and the graphic design work necessary to revise was by Yan Qiu. Here then is CID Poster 7: Socizle Gerechtigkeit / Sociale Harmonie.

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

Center for Intercultural Dialogue. (2026). CID Poster 7: Socizle Gerechtigkeit / Sociale Harmonie. [D. Busch, trans.]. CID Posters, 7. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2026/05/cid-poster-7-social-justice-harmony-german.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

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

U Oxford: Teaching Fellow in the International Relations of Contemporary China (UK)

Teaching Fellow in the International Relations of Contemporary China, University of Oxford, England, UK. Deadline: 20 July 2026.

The Oxford School of Global and Area Studies (OSGA) is seeking to appoint a part-time (0.75 FTE) fixed-term Teaching Fellow in the International Relations of Contemporary China. This is an exciting opportunity to join Oxford’s internationally renowned Contemporary China Studies Programme (CCSP) and contribute to graduate teaching and supervision in one of the world’s leading centres for the interdisciplinary study of contemporary China.

The successful candidate will provide teaching and supervision at graduate level, contribute to examining and graduate admissions processes, and play an active role in the academic life of the School. In addition to teaching on the International Relations of Contemporary China, the postholder will contribute to research methods teaching, including research design sessions, and undertake advanced academic study to support teaching and student supervision.

U Notre Dame: Global Research and Engagement Program Director (USA)

Global Research and Engagement Program Director, University of Notre Dame, Notre Dame, IN, USA. Deadline: Open until filled, posted 19 June 2026.

Notre Dame Global (NDG) supports the University of Notre Dame in its pursuit of being the leading global Catholic research university. NDG spans five continents, featuring active externally funded research projects in over 70 countries, numerous study abroad programs, a growing international student and alumni base, and 12 academic centers in 10 countries.

As the senior member of NDG’s global innovation team, the Senior Director for Global Research and Engagement advances the internationalization of the University’s research and scholarship enterprise. Reporting to the Senior Assistant Provost for Internationalization and Global Executive Director, this leader provides innovative approaches to institutional growth in international research.

Working closely with University Colleges, Schools, Notre Dame Research, Hesburgh Libraries, Corporate and Foundation Relations, and NDG’s Global Network, the Senior Director oversees the curation and evaluation of NDG’s international research collaboration grant programs.

Global Forum on Intercultural Competence 2026

Global Forum on Intercultural and Global Competence, UNESCO, 20-23 April 2026 (was held online; resources now available online).

At the 2026 Global Forum on Intercultural and Global Competence held online between 20 and 23 April 2026, UNESCO participated to share the breadth of its experience in intercultural dialogue – bringing together insights from youth-led initiatives, field-based work and concrete policy tools developed across education, social and human sciences, peacebuilding and the digital sphere.

At a time of increasing polarisation, rapid technological transformation and rising geopolitical tensions, the Forum focused on a question that is becoming increasingly concrete for policymakers: how do institutions work across difference?

The opening youth plenary made the gap between institutional expectations and practical support visible in concrete, grounded terms. Five young leaders from UNESCO’s Youth for Peace: Intercultural Leadership Programme – Charlotte Courtois (France), Juan Cristiani (Uruguay), Sarah Noble (Canada), Noor Jehan Docrat (South Africa), and Ahmed Essam Haroun (Egypt) — drew on projects spanning inclusive education, community health outreach, climate and environmental action, youth arts initiatives, and peacebuilding in local communities.

Despite having different contexts, the young leaders’ experiences converged. Establishing trust takes time. Misunderstandings are often structural, not just interpersonal. Dialogue works when it is sustained, not one-off. And in many cases, institutions expect these capacities to exist without providing the support to develop them.

The following day showed how these challenges are being translated into concrete resources for institutions and policymakers. In higher education, UNESCO presented More than Welcome: Intercultural Integration of Migrants in and through Higher Education as a framework universities can use directly. The focus is on what happens after access: how students interact, how teaching is organised, and how institutions connect with their wider communities. By setting out five practical principles, the initiative helps universities move from enrolling diverse students to creating environments where that diversity leads to exchange, learning and social cohesion.

In fragile and conflict-affected contexts, the Intercultural Dialogue for Conflict Transformation policy brief series addresses a distinct set of pressures. Developed with four leading peacebuilding partners and informed by more than 25 country case studies, the series demonstrates the value of embedding dialogic approaches in the design and implementation of peace processes. Across four dimensions of conflict transformation, namely social cohesion, prevention, transitional justice, and reconciliation, the briefs show, through concrete examples, how dialogue can help rebuild trust, address grievances and support locally led pathways to durable peace and social resilience.

CFP International Pragmatics Conference 2027 (Finland)

Call for papers: International Pragmatics Conference, University of Helsinki, Helsinki, Finland, 27 June-2 July 2027. Deadline: posters/lectures: 15 October 2026.

The International Pragmatics Association (IPrA) has announced that the 2027 conference is now open for submissions of posters and lectures. (Submission of panels has already closed; submission of papers for accepted panels is not yet open.) Note that IPrA membership is required for submitting an abstract (with all deadlines in 2026) as well as for presenting during the conference (in 2027), and that membership always runs from 1 January to 31 December, no matter at what time in the year it is applied for.

In addition to the Presidential Address (Michael Haugh) and the plenary lectures to be delivered by the recipients of the John J. Gumperz Lifetime Achievement Award and the Innovation Award, the following plenary speakers are being scheduled (titles to be announced):

Akin Odebunmi (University of Ibadan, Nigeria)
Fred Dervin (University of Helsinki, Finland)
Maite Taboada (Simon Fraser University, Canada)
Michelle M. Lazar (National University of Singapore, Singapore)
Xinren Chen (Nanjing University, China)

Philipp Schwartz Initiative Fellowships (Germany)

Philipp Schwartz Initiative, Alexander von Humboldt Foundation, Germany. Deadline: 21 August 2026.

The Philipp Schwartz Initiative enables universities and research institutions in Germany to host researchers at risk on the basis of a full fellowship. Universities, universities of applied sciences and other research institutions in Germany can apply for funding from the Alexander von Humboldt Foundation to support threatened researchers. Scholars from non-EU countries exposed to significant and acute individual risks can be nominated. Please note that scholars must be nominated by institutions and cannot apply directly.

Successful institutions will receive funds to grant the nominated scholar research stays in the form of a research fellowship of up to 24 months. Successful institutions will also receive a lump sum intended
for measures to support Philipp Schwartz fellows in integrating and in re-starting their careers. An extension of up to 12 months can be granted in the framework of a co-financing model.

Organizers particularly wish to encourage higher education institutions across Germany that are interested in supporting at-risk scholars but have not yet done so, to consider an application. Scholars across all academic disciplines are supported by the Scholars at Risk Network and the Council for At-Risk Academics. These organizations may be able to assist your institution in identifying a candidate for whom nomination in the Philipp Schwartz Initiative might be a pivotal relief.

The following websites provide information on at-risk scholars who are currently seeking a host institution:

Scholars at Risk Network
Council for At-Risk Academics

If you have any questions, please do not hesitate to contact the programme director, Ms Cornelia Hörtner, senior programme coordinator Ms Katja Machacsek, or programme officers, Ms Judith Dömer-Warneke, Ms Sandra Grziwa, Ms Mashal Habib, Ms Bianca Schneemayer, Ms Mona Simon, and Ms Lena Vos who can be reached via schwartz-initiative@avh.de.

MultiDiverse: Erasmus Mundus Joint MA in Multilingualism & Cultural Diversity (Germany, Greece, Poland)

MultiDiverse: Erasmus Mundus joint MA in multilingualism and cultural diversity, coordinated by University of Konstanz, Germany. Application deadline: fall 2026.

MultiDiverse is a multi-disciplinary highly integrated transnational Erasmus Mundus Joint Masters (EMJM) programme in Multilingualism and Cultural Diversity that brings together expertise from three EU universities and four disciplines in a complementary way. The programme is offered jointly by the University of Konstanz (Germany), Aristotle University of Thessaloniki (Greece), and Jagiellonian University (Poland) with contributions by 16 associated partners from academic and non-academic organisations in Europe, Africa, Asia, and Latin America.

MultiDiverse will train young talented people with a background in linguistics, education, psychology, or sociology on multilingualism and cultural diversity across disciplines to respond to the labour market needs within the academic and non- academic sectors, as well as societal needs. Students will obtain high-quality training, will become part of an international network, and will develop key competencies that can significantly improve their employability. Training in digital skills and science communication will enable them to raise awareness of the opportunities and challenges of multilingualism and cultural diversity at national and local levels. This can lead to a better understanding of multilingualism and cultural diversity by policymakers as well as the general public and can result in a better understanding and implementation of policies on multilingualism and cultural diversity in Europe and beyond.

NOTE: Several other Erasmus Mundus MA programs might prove relevant to some followers of the Center, including MITRA: International MA in Transnational Migrations, NOHA: Joint MA in International Humanitarian Action, or TELME – Teaching, designing, managing, foreign Language learning for a Multicultural and inclusive Environment.

KC112 Intercultural Nonverbal Communication Translated into Turkish

Key Concepts in ICD Continuing translations of Key Concepts in intercultural Dialogue, today I am posting KC112: Intercultural nonverbal communication, which Ping Yang wrote in 2024, 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.

Yang, P. (2026). Intercultural nonverbal communication [Turkish] (İ. D. Özbek, Trans.). Key Concepts in Intercultural Dialogue, 112. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2026/06/kc112-intercultural-nonverbal-communication_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.

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

Columbia U: Education and Operations Coordinator for Cooperation and Conflict Resolution (USA)

Education and Operations Coordinator, Morton Deutsch International Center for Cooperation and Conflict Resolution, Teachers College, Columbia University, NY, USA (Hybrid). Deadline: open until filled, opened 27 May 2026.

The Morton Deutsch International Center for Cooperation and Conflict Resolution (MD-ICCCR) at Teachers College, Columbia University, is seeking a temporary part-time (27/hrs a week) professional, with an appointment through 9/1/2027 and the possibility of renewal, to coordinate its educational programs and support core operations.

This position will manage all course offerings, including core and elective courses, for-credit and non-credit certificates, internships, and executive education programs. The Education and Operations Coordinator will assume a coordination role, in partnership with the Curriculum Development Specialist, for ongoing curriculum reviews and revisions, to offer cutting-edge, scientifically based course content and current pedagogy. The role will also support and help grow the Center’s new executive education program, the Conflict Intelligence Lab. The educational offerings are focused on the dynamics of peace, conflict, social change, and social justice.

In addition, the role will support Center operations, including internal and external communications, website and social media management, event coordination, space management and facilities requests, and support students, faculty, partners, and prospective students.

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