Francesca Williamson Profile

Profiles

Francesca Williamson, PhD, is an assistant professor in the Department of Learning Health Sciences at the University of Michigan Medical School, jointly appointed in the Department of Health Behavior and Health Equity at the School of Public Health.

Francesca WilliamsonShe leads the HEiRS Lab, a multi-disciplinary research group that studies language use and social interaction in real-world health, community, and educational settings. In her substantive research, Williamson primarily uses conversation and discourse-analytic approaches to study the construction and negotiation of particular meanings of race, childhood, and health, including how these ideas become consequential in institutional life.

Across her work, she foregrounds an interactional perspective on racism, ableism, and childism, exploring how these oppressive dynamics are (re)produced and subverted through institutional activities. Her current projects focus on patient-child-provider interaction, food and nutrition communication, and interprofessional health education.

In her methodological research, she publishes about the histories, philosophies, and developments in qualitative inquiry and methodological practice. Williamson is a coauthor of Race Talk in Institutional Settings: A Language and Social Interaction Perspective with Peter Lang and a coeditor of Classical Writings and Contemporary Responses in Qualitative Inquiry with SAGE. She teaches undergraduate and graduate courses on patient-provider interaction, health equity and justice, and qualitative methodologies and methods.

Select Publications

Williamson, F. A., Lester, J. N., Mattei, J. K., Asghar, M., Ferrell, K., Estrella, G., & Dangle, P. (2025). “Safer than driving”: Risk communication about surgery with racially diverse families in pediatric urology visits. Patient Education and Counseling, 140, 109286. https://doi.org/10.1016/j.pec.2025.109286

Williamson, F. A., Lester, J. N., Woods, C., & Kaye, E. C. (2024). Questions to promote child-centered care in racially discordant interactions in pediatric oncology. Patient Education and Counseling, 121, 108106. https://doi.org/10.1016/j.pec.2023.108106

Williamson, F. A. (2024). Black methodologies as ethnomethods: On qualitative methods-making and analyzing the situated work of doing being hybridly human. Qualitative Research in Psychology, 21(4), 426–461. https://doi.org/10.1080/14780887.2024.2347590

Work for CID:

Francesca Williamson is preparing a publication for the Center.

London School of Economics: Assistant Professor in International Development (UK)

“Job

Assistant Professor in International Development, London School of Economics and Political Science, London, UK. Deadline: 1 December 2026.

The Department of International Development invites applications for an Assistant Professor in International Development (Quantitative Social Science). They are a vibrant multidisciplinary department seeking candidates with the potential to perform world-class research and teaching on contemporary development problems while working within and advancing social science disciplines.

The successful candidate will teach students across all MScs. The successful candidate will be expected to conduct cutting-edge social science research on development using quantitative methods beyond mainstream economics, such as, for example, a strong disciplinary or multidisciplinary training in economic history, political science, sociology, anthropology, geography, statistics or data science relevant to international development. The role welcomes research addressing themes such as inequality, political stability and instability, governance, and technology and development. Ideally, candidates should have an interest in empirically grounded research with fieldwork-based research, and a desire to advance social science theory as evidenced by publications in highly rated social science and development journals or books.

Successful applicants will have a PhD or be close to completing a PhD by the start date. They must show a commitment to working in a multidisciplinary environment and contributing to the intellectual life of the School through conducting and publishing outstanding research, engaging in other high-quality teaching as instructed by the Head of Department (including Ph.D. training in time), and participating in the School and wider Departmental activities.

Georgetown U in Qatar: Open Rank Teaching Faculty Position in English and Writing (Qatar)

“Job

Open Rank Teaching Faculty Position in English and Writing, Walsh School of Foreign Service, Georgetown University in Qatar, Qatar. Deadline: 16 November 2026.

Georgetown University in Qatar (GU-Q) invites applications for one (1) open-rank teaching faculty position in English and Writing. Candidates should have significant expertise in composition or academic writing pedagogy. A Ph.D. in rhetoric, composition, or writing studies is preferred, but candidates with Ph.D.s in related disciplines will be considered. Applicants must demonstrate strong experience and interest in working with students from a wide range of educational backgrounds, cultural contexts, and levels of English proficiency. Candidates would ideally have experience implementing accessible and equitable pedagogies for culturally diverse, multilingual students and/or teaching in multicultural/multilingual environments.

Applicants will teach introductory undergraduate courses in English academic writing with a liberal humanities/social sciences focus, as well as coordinate with the current Director of First-Year Writing to expand the writing program to increase support for writing in the majors (taught by faculty across disciplines).

As many students pursue majors in history, political science, literature, and cultural/religious studies, candidates with backgrounds/experience in the liberal humanities are particularly encouraged to apply.

Seeking Participants for a Study: Intercultural Friendship in the Workplace

“Collaborative

Call for participants: Research on Intercultural Friendship in the Workplace, University of Kentucky, KY, USA. Deadline: 31 December 2026.

We have been asked to help share the following:

“Researchers at the University of Kentucky are requesting participation in a survey-based study on intercultural friendship in the workplace. Specifically, we are recruiting participants who meet the following criteria.

01. Identify as East Asian. In other words, you must be a national of one or more of the following countries: China, Japan, South Korea, Taiwan, and/or Hong Kong

02. Currently living and working abroad in North America, Western Europe, and/or Australasia.

03. Currently working in person with members of the host country (i.e., Canadians, Americans, Europeans, and/or Australasians).

If you meet the criteria above, we would love for you to participate! Participants will be entered into a gift card drawing for $50 USD.”

Please contact Rebecca Greer for more information.

Andrew Carnegie Fellows 2027 (USA)

FellowshipsAndrew Carnegie Fellows Program, for 2027 fellowships, New York, NY, USA. Deadline: 13 November 2026.

Since 2015, the Andrew Carnegie Fellows Program has supported high-caliber scholarship and research in the social sciences and humanities that address important and enduring issues confronting our society.

The 2026 Class of Andrew Carnegie Fellows marked the third year of the program’s focus on building a body of research focused on political polarization. The Andrew Carnegie Foundation, formerly Carnegie Corporation of New York, committed up to $18 million to this effort over the three-year period, helping Americans understand how and why our society has become so polarized and what can be done to strengthen social cohesion. Political polarization is characterized by, but not limited to, factors such as threats to free speech, the decline of civil discourse, disagreement over basic facts, and a lack of mutual understanding and collaboration. Each fellow receives a grant of up to $200,000 to support their two-year research project, enabling them to devote significant time and resources to their work.

For the next three years, beginning with the 2027 cohort, they are broadening the focus beyond domestic perspectives to explicitly ask what the U.S. can learn from the experience of polarization in other countries. They are seeking proposals that address the relationship between populism and polarization, how other democracies have resisted or reversed polarization, and the conditions that determine whether polarization dissipates or accelerates into systemic violence. These conditions may include but are not limited to civic culture, social cohesion, access to information and a healthy information environment, economic opportunity, trust in and the effective functioning of public institutions, and the rule of law.

Princeton U: Fung Global Fellows, 2027-28 (USA)

FellowshipsFung Global Fellows 2027-28, Princeton University, NJ, USA. Deadline: 16 November 2026.

Princeton University is pleased to announce the call for applications to the Fung Global Fellows Program at the Princeton Institute for International and Regional Studies (PIIRS). The program will select early-career scholars from around the world to be in residence at Princeton for an academic year (10 months) and to engage in research and discussion around a common theme. The fellowships will be awarded to those employed outside the United States who have a faculty appointment or a professional research appointment, and they will be expected to return to their positions at the conclusion of the fellowship. Lastly, they must have demonstrated outstanding scholarly achievement and unusual intellectual promise. Early-career scholars will be appointed at the rank of Visiting Research Scholar.

Democratic governance faces mounting pressure around the world. The rise of populist movements, declining trust in institutions, polarization, disinformation, and democratic backsliding (including in democracies once considered as consolidated) have prompted renewed debate about whether democracy’s ascendance in the late 20th century was more fragile than assumed. At the same time, democracies have proven resilient in unexpected ways—through grassroots mobilization, institutional safeguards, judicial independence, and civic renewal—raising the question of what, precisely, allows some democratic systems to weather crisis while others erode or collapse.

During the 2027-28 academic year, the program theme will be “Democracy in Crisis?” They invite applications from scholars who study the challenges confronting democratic governance and/or the sources of democratic resilience. Projects might explore the drivers and dynamics of populism; the erosion of democratic norms and institutions; the role of media, technology, and disinformation in shaping political life; the relationship between economic inequality and democratic legitimacy; or the strategies through which citizens, civil society, and institutions have defended or renewed democratic practice. They are equally interested in work that interrogates the conceptual and normative foundations of democracy itself – what it means, who it serves, and how it has been imagined and contested across different political and cultural traditions.

Applicants may address any region of the world and can bring contemporary and/or historical perspectives to bear. They welcome scholars from across the humanities and social sciences and hope to bring together a cohort whose comparative and interdisciplinary conversations will deepen our understanding of democracy’s vulnerabilities and its capacity for renewal.

Deborah Wilson David Profile

Profiles

Deborah Wilson David is the Senior Associate for Journalism Education Futures at the Media Innovation Studio, University of Lancashire (UK), and a Visiting Lecturer at Bournemouth University (UK).

Deborah Wilson DavidShe is a journalism educator, journalist and international higher education consultant whose career has combined journalism education, international collaboration and media practice. Deborah serves on the Broadcast Education Association (BEA) Board of Directors, representing its international membership.

Previously a senior academic leader at the University of Lincoln and Nottingham Trent University, where she was Head of Journalism and Media, Deborah has more than three decades’ experience in journalism education. Her international work has included teaching, consultancy and academic collaboration across Europe, North America, and China. As Director of Educational Development for Nottingham Trent University’s Joint Institute at the Communication University of China in Beijing and a Visiting Professor there, she worked extensively in transnational education, supporting curriculum development and teaching students and colleagues across different educational and cultural traditions.

Deborah has delivered training for mid-career journalists in Eastern Europe funded by the Council of Europe and UNESCO and has been a consultant for Reporters Sans Frontières. She was formerly Vice-President of the European Journalism Training Association. She is also a member of the International Press Institute.

Her research and publications explore journalism education, broadcasting, and public service media. Her current interests include the future of journalism education, generative AI in journalism training, and the role of international and intercultural exchange in strengthening journalism education and professional practice.

Select Publications

Wilson David, D. (2025). After the licence fee: Rethinking the future of public service media. In J. Mair, A. Beck & J. Chandler (Eds.). The BBC: After the licence fee? London: Bite-Sized Books.

Wilson David, D. (2021). The disappearing newsroom and the backpack journalist: Challenges and opportunities. Journalism Education, 10(2), 43-46.

Wilson David, D. (2019). United Kingdom: Collaboration and conflict between theory and practice. In E. Nowak (Ed.), Accreditation and assessment of journalism education in Europe: Quality evaluation and stakeholder influence (pp. 189-206). Baden-Baden, Germany: Nomos Verlagsgesellschaft.

Wilson David, D. (2018). The American origins of BBC local radio. Journal of Radio and Audio Media, 25(2), 298-310.

Wilson David, D. (2015). The learning curve: Distinctive opportunities and challenges posed by university-based community radio stations. Interactions: Studies in Communication & Culture, 6(1), 87-105.

Work for CID:

Deborah Wilson David serves on the Advisory Board of the Center.

Koç U: Assistant Professor in International Relations (Turkey)

“JobAssistant Professor position in International Relations, Koç University, Istanbul, Turkey. Deadline: 15 November 2026.

The College of Administrative Sciences and Economics at Koç University invites applications for a full-time Assistant Professor position in International Relations, starting in September 2027. They seek an ambitious researcher with a strong publication record to complement the faculty’s strengths in IR theory, conflict studies, foreign policy, and global governance. They especially welcome candidates specializing in great power politics, strategic competition, and the shifting international order.

The successful candidate will be expected to teach courses in International Relations at both undergraduate and graduate levels, supervise student research, and contribute to the intellectual life of the department and university. A Ph.D. in International Relations or Political Science, preferably awarded within the past three years or expected by September 2027, is required.

York U: Assistant Professor of Humanities: Indigenous Women and Cultures of Resistance (Canada)

“Job

Assistant Profess of Humanities: Indigenous Women and Cultures of Resistance, Department of Humanities, York University, York, Canada. Deadline: 31 October 2026.

The Department of Humanities and Faculty of Liberal Arts & Professional Studies at York University invites highly qualified applicants for an Assistant Professor position in Indigenous Women and Cultures of Resistance. This is an open tenure-track appointment to the Professorial Stream to commence July 1, 2027.

The Indigenous Studies Program in the Department of Humanities draws on a range of disciplines, including anthropology, art, education, environmental studies, gender studies, geography, history, languages, law, literature, music, political science, and sociology.

Applicants should have a clearly articulated program of research or research creation, or professional practice that is grounded in Indigenous knowledge, traditional ecological knowledge, Indigenous ways of knowing, Indigenous ways of life, Indigenous arts, Indigenous research methodologies, Indigenous issues, and Indigenous language(s). Responsibilities will include teaching undergraduate courses, conducting research, mentoring and supervising students, contributing to the development and growth of the Indigenous Studies program, and engaging with Indigenous communities. The ideal candidate will be able to teach in the primary area of Indigenous women, gender, and sexuality as well as any of the following secondary areas: Indigenous art, cultural production and music; Indigenous languages, literature and storytelling; and Indigenous education and environmental knowledges. The Indigenous Studies program offers comparative courses in Black and Indigenous history and literature – scholars who can teach in this area are also encouraged to apply. The successful candidate will have lived experience and deep connection to Indigenous communities.