Aarhus U: Foreign Language Education (Denmark)

“JobAssociate Professor of Foreign-Language Education (French, German, Spanish), Department of German and Romance Languages,  Aarhus University, Aarhus, Denmark. Deadline: 1 April 2026.

The School of Communication and Culture at Aarhus University invites applications for the position of Associate Professor of Foreign-Language Education, based at the Department of German and Romance Languages. The associate professorship is a full-time, permanent position, beginning on 1 October 2026 or as soon as possible thereafter.

The Department of German and Romance Languages has a strong international research and teaching profile in the study of language, culture and communication. They are seeking an innovative and dedicated scholar who can contribute to the department’s research and teaching in foreign-language education, with expertise in one or more of the languages taught at the department (French, German or Spanish). The successful applicant will strengthen the department’s focus on foreign-language teaching and learning at upper-secondary and university levels, with particular attention to language pedagogy, curriculum development and teacher education.

Applicants must have native or near-native proficiency in at least one of the major foreign languages taught at the department (French, German or Spanish) and be able to teach courses in that language, as well as in English, on the department’s bachelor’s and master’s degree programmes.

The successful applicant is expected to pursue research that explores the theory and practice of second- and foreign-language learning and teaching, including, but not limited to:
* second-language acquisition and pedagogy/didactics
* language teacher education and professional development
curriculum design and assessment in foreign-language education
* the role of grammar, translation, intercultural communication and sociolinguistics in language learning
* digital and technological innovation in foreign-language teaching and learning.

College of Wooster: Communication Studies and Global Media and Digital Studies (USA)

“JobAssistant Professor of Communication Studies and Global Media and Digital Studies, College of Wooster, Wooster, OH, USA. Deadline: open until filled (posted 17 February 2026).

The Department of Communication Studies and Program in Global Media and Digital studies invites applications for a one-year visiting Assistant Professor for the 2026-2027 academic year. The position is set to begin August 2026 pending final administrative approval.

The successful candidate will have demonstrated ability to teach courses in communication and media studies and supervise undergraduate research projects as part of the College’s Independent Study (I.S.) requirement. Teaching responsibilities include courses such as Media, Culture, and Society; Mediated Gender, Race, & Sexuality; Visual Communication; Media Production; Introduction to Global Media and Digital Studies; Transnational Media and Film; Film Studies, and Research Methods in GMDS depending on the expertise of the person hired. The hire may also develop a special topics course in their area. The teaching load is 3:3, which includes credited mentoring for senior I.S. projects.

CFP Japan-US Communication Association 2026

ConferencesCall for submissions: Japan-US Communication Association, held as part of National Communication Association’s convention, 19-22 November 2026, New Orleans, LA, USA. Deadline: 25 March 2026.

The Japan-U.S. Communication Association (JUCA) invites submissions for competitive review for the 112th NCA Annual Convention (November 19–22, 2026, in New Orleans, Louisiana). Submitted work may address issues in any area of communication, including communication technology, social media, pop culture, journalism and mass communication, interpersonal/ small-group/organizational communication, rhetoric, politics, health, peace, gender, and critical/cultural studies. All methods are welcome. However, they must be related to Japan or Japanese people/culture in some way, such as Japanese indigenous communication, Japan–U.S. communication or relations, and communication between Japanese and people of any nation, not just the United States. They encourage submitters to embrace the 2026 convention theme, “MOVE/MENTS in Communication,” in their work.

U Oslo: Postdoctoral Fellow in Political Science (Norway)

PostdocsPostdoctoral Fellow in Political Science, University of Oslo, Norway. Deadline: 16 March 2026.

The Department of Political Science is recruiting a Postdoctoral Fellow (SKO 1352) with specialization in international politics, comparative politics, or political data science. They are looking for an excellent candidate with the potential of pursuing a long-term career in academia. The successful applicant will be part of the research project, “Waging of War” (WOW), which is funded by the European Research Council. The appointment is a fulltime position for a period of three years. Depending on the candidate’s competence and the teaching needs of the department, the fellowship period can be extended up to four years for other types of qualification work including various teaching tasks and obligations.

The primary aims of WOW are to investigate how the organization of warring parties influences the conduct of war, and conversely, how the fighting impacts the organizational structure of the belligerents. WOW will theorize, identify, classify, and code the characteristics of state military organizations and non-state armed groups and collect data relating to the dynamics of warfare. We will answer questions such as:

  • How are wars fought?
  • How does the organization of a belligerent party affect the way they wage war?
  • How do the dynamics of the war affect the organization of the fighting parties?

NIAS Theme-Group Fellowships 2027-28 (Netherlands)

FellowshipsNIAS Theme-Group Fellowships, Netherlands Institute for Advanced Study, Amsterdam, Netherlands. Deadline: 16 March 2026.

A NIAS Theme Group is an (international) team of two to four researchers who collaborate on a specific research topic for five consecutive months. While each researcher pursues their own individual project, they also contribute to the team’s collective research efforts. Theme Groups are established either through an application process or may be initiated by the NIAS director.

During the semester, the Theme Group works on a self-chosen project that falls within the scope of the humanities and/or social sciences. Fellows may apply for a stipend or a Dutch University Grant, as well as reimbursement for daily commuting costs or subsidised accommodation in Amsterdam.

A NIAS Theme Group Fellowship offers the opportunity to collaborate daily on a specific research topic. It is also a true residency: all fellows commit to stepping away from their regular obligations to dedicate themselves fully to their research within NIAS’s international, multidisciplinary environment. In addition to providing uninterrupted time and space for the Theme Group’s research, the residency emphasises both intellectual and informal exchanges with other fellows. Participation in communal lunches and weekly seminars, where fellows present their work-in-progress, is a central aspect of the NIAS Fellowship experience.

To ensure the highest quality of the residency, NIAS requires fellows to be present at the Institute for at least four days per week, including attendance at the weekly fellows’ seminar on Tuesdays and Thursdays. They strongly recommend that fellows make the necessary arrangements with their home institutions before the start of the fellowship to enable full immersion in the residency.

CFP International Rhetoric Workshop 2026 (Argentina)

Conferences

Call for proposals: International Rhetoric Workshop: Rhetorical Flows: Building Transnational Solidarities and Cultures of Resistance, Buenos
Aires, Argentina, 5-7 August 2026. Deadline: 21 March 2026.

The Planning Committee for the 5th Biennial International Rhetoric Workshop invites international PhD students, emerging scholars, and established researchers to come together and consider the myriad ways that our contemporary and established traditions of rhetorical theory, pedagogy, and criticism inform global flows of meaning-making.

In the heart of Buenos Aires, at the Centro Cultural Paco Urondo (Institute of Linguistics, Faculty of Philosophy and Letters, UBA), the workshop will center on the theme, “Rhetorical Flows: Building Transnational Solidarities and Cultures of Resistance,” inviting participants to reflect critically with and from a city that has long been a site of poetic militancy, political mobilization, and intercultural exchange. Named for Francisco “Paco” Urondo — poet, journalist, academic, and activist who fused literary creativity with resistance to authoritarianism — this Center locates us amid a legacy of words as weapons, ideas as action, and networks of solidarity that transcend borders and boundaries. Buenos Aires itself, with its histories of migration, contestation, memory, and re­appropriations of public space, offers a vital ground for exploring how rhetorical practices flow across languages, geographies, traditions, time, peoples, and cultures. We welcome proposals that draw on this spirit: whether tracing the circulation of rhetorical forms, investigating collaborative practices of dissent, or imagining new solidarities that respond to both local and global urgencies.

This year’s theme, “Rhetorical Flows: Building Transnational Solidarities & Cultures of Resistance,” prompts us to examine the notions of:

  • Solidarity in a global, yet increasingly divided world; and
  • Strategies of rebellion against—and critical engagements with—the gaps between the affluent and the poor, technology and nature, artificiality and authenticity, generations and communities.

    In preparation for the 5th International Rhetoric Workshop 2026, organizers invite submissions on the themes of solidarity, transnationality, and resistance.

CID Poster 13: The Blind Men and the Elephant Translated into Italian

CID Posters

This poster, designed by Linda J. de Wit, has now been translated into Italian. It demonstrates visually the common expression “the blind men and the elephant” used to describe what can happen when only parts of something are examined, rather than the whole.

Here we present the Italian translation, CID Poster 13: I ciechi e l’elefante, provided by Maria Flora Mangano, with additional graphic design work by Yan Qiu.

CID Poster 13: The blind men and the elephant translated into ItalianThe image was originally prepared to illustrate In Dialogue: CID Occasional Papers 1: Intercultural Dialogue as the Elephant in the Room: Moving from Assumptions to Research Investigations, by Wendy Leeds-Hurwitz. The quote integrated into the poster comes from that paper, and says:

The different approaches to intercultural dialogue might be described as a set of blind men studying individual aspects of the elephant, never realizing there is an entire beast. Those who have stepped back to see the entire animal deserve special attention.

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

Center for Intercultural Dialogue. (2026). I ciechi e l’elefante [M. F. Mangano, trans.}. CID Posters, 13. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2025/12/cid-poster-13-the-blind-men-and-the-elephant-italian.png

As with other series, CID Posters are available for free on the site; just click on the thumbnail to download a printable PDF. 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 series, if you wish to contribute 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 with other CID Publications, 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.

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.

Fairleigh Dickinson U: Coordinator for Global Initiatives (USA)

“JobCoordinator for Global Initiatives, Fairleigh Dickinson University – Florian campus in Madison and Metropolitan campus in Teaneck, both in NJ, USA. Deadline: open until filled (posted 11 February 2026).

Reporting to the University Director of Global Education, with secondary reporting to the University Director of International Enrollment, the Coordinator for Global Initiatives works with various FDU constituencies, including students, faculty and staff, as well as external partners, including foreign higher education institutions, international high schools, and education service providers, to deliver global education and income-generating programs.

The Coordinator for Global Initiatives has broad operational responsibility for global learning activities and partnership programs delivered on-campus, on-line, and off-campus. including student programs, transfer programs, school of record programs, and short-term programs (both international and domestic) for partners. The incumbent is responsible for managing and tracking operational budgets with income and expenditures, marketing materials and communications, assessment/evaluation methods for each program, coordinating logistics for each event as required.

The Coordinator for Global Initiatives supports the University Director of International Enrollment with processing payments related to joint programs with international partner institutions, as necessary.

Yuba Community College: Ethnic Studies Instructor (USA)

“JobEthnic Studies Instructor, Yuba Community College, Marysville, CA, USA. Deadline: 5 March 2026.

Yuba College seeks a strong, well-rounded, equity-minded Ethnic Studies educator. The ideal candidate will have demonstrated experience or potential to be an excellent instructor at a community college, and can provide leadership or contribute positively in areas such as: development of the Ethnic Studies program and curriculum; keeping course offerings up-to date and relevant; staying abreast of and communicating the current tr ends in Ethnic Studies education; and collaborating with area high schools.

As a full-time faculty member, this individual will be expected to organize and teach Ethnic Studies courses, including but not limited to: Introduction to Ethnic Studies; History of Race and Ethnicity; and other courses in their area of specialization. The successful candidate will be expected to organize and teach a diverse curriculum and engage in culturally responsive and accessible pedagogy. They will provide instruction in accordance with course descriptions, outlines, class schedules, and Governing Board policies; evaluate progress of students concerning educational matters; develop and assess student learning outcomes; and perform other instructional-related duties as assigned.

Reinterpreting Intercultural Dialogue for Sustainability in the Anthropocene Era

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Skrefsrud, T. A. (2025). Reinterpreting intercultural dialogue for sustainability in the Anthropocene era. Visions for Sustainability, 23, 277-291.

“This article explores the concept of intercultural dialogue in an era shaped by significant human impact on the planet, commonly framed as the ‘Anthropocene’. Addressing concerns that intercultural dialogue may be limited to human-centered interactions, the article argues that the Anthropocene narrative offers a critical and imaginative reassessment of intercultural dialogue, extending its scope beyond traditional anthropocentric perspectives. Furthermore, the article suggests that critically rethinking intercultural dialogue within the context of the Anthropocene can, in turn, lead to a more nuanced understanding of the Anthropocene narrative itself. Central to this argument is the need for a critical analysis within the Anthropocene discourse, highlighting how a small group of nations disproportionately contributes to climate change while the world’s most vulnerable communities bear the consequences. By situating intercultural dialogue within an ecological context, the article underscores its potential to challenge dominant narratives, amplify marginalized voices, and thus foster more just and sustainable ways of coexisting. Ultimately, the article calls for a deeper recognition of the interconnectedness of human and non-human life, ensuring that environmental awareness becomes a central component of intercultural communication and collaboration.”