Month: January 2017

Milton Wolf Seminar on Media & Diplomacy (Austria)

Call for Applications: 2017 Milton Wolf Seminar on Media and Diplomacy
“The Marshall Plan and the Yearning for Transformative Visions”
April 25 – 27, 2017
Diplomatic Academy of Vienna, Austria

Initiated in 2001, the annual Milton Wolf Seminar in Vienna, Austria explores cutting edge issues related to media and diplomacy. It is designed to bring together a diverse group of individuals representing multiple perspectives and nationalities. Attendees include: diplomats, journalists, academics, NGO professionals, and graduate students.

Each year the seminar organizers select approximately 5-10 outstanding advanced MA candidates, PhD students, postdoctoral students, law students, or equivalents studying areas related to the seminar theme to serve as Emerging Scholar Fellows. Selected Fellows receive economy class airfare, accommodation, and a food and local travel stipend, which covers all costs of attending the Seminar. In exchange for full funding, Emerging Scholars attend all seminar discussions and events and serve as a part of the rapporteur team for the event, authoring a 2000-word blog piece documenting and analyzing the seminar discussions.

To apply for the 2017 Emerging Scholars Program, please send your CV, a completed application form, and a cover letter outlining how your areas of research, your methodologies, your regional interests, can be reimagined or enriched through reflections on the history, framing, legacy, or study of the Marshall Plan to Amelia Arsenault by February 15, 2017.

Key Concept #73: Argumentative Dialogue Translated into Italian

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting the translation of KC73: Argumentative Dialogue. Sara Greco wrote this in English in 2014 and has now translated it into Italian.

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.

KC73 Argumentative Dialogue_ItalianGreco, S. (2017). Il dialogo argomentativo. Key Concepts in Intercultural Dialogue, 73. Available from: https://centerforinterculturaldialogue.files.wordpress.com/2017/01/kc73-argumentative-dialogue_italian.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.

SUNY Buffalo Job Ad: Intercultural Communication (Singapore)

Instructor in Communication
University at Buffalo, Singapore

Applications are invited for a position teaching University at Buffalo (UB) undergraduate level courses in Communication within UB’s undergraduate programs at the Singapore Institute of Management. Singapore is a safe, multinational, English-speaking city-state located off the southern tip of the Malay Peninsula. Additional information on UB’s undergraduate program in Communication in Singapore.

Available Communication courses may include those in the following areas: Communication Theory, Mass Communication, Intercultural Communication, Organizational Communication, Interpersonal Communication, Communication Technology, Advertising and Public Relations.

Positions are available beginning with the Fall 2017 semester, and the individual hired may be employed on a single-semester or a multi-semester basis. Applicants interested in positions beginning in Spring 2018 will also be considered.  Position salary will depend on qualifications as well as number and type of courses supported. Local accommodations and round-trip airfare to Singapore are provided.

A Master’s degree in Communication, and one to three years’ experience teaching undergraduate students in a US college or university are required as is experience teaching in an intercultural context.  A Ph.D. degree in Communication or closely related field is preferred, as is additional teaching experience. Experience living and teaching in an overseas, especially an Asian environment, are a plus.

The work site is the campus of the Singapore Institute of Management, Singapore and employment in this position will be conditional upon receipt of applicable employment authorization from the Government of Singapore.

All applications must be submitted via UBJobs. Applications submitted in any other manner cannot be accepted

The application deadline is February 23, 2017

Loughborough U Job Ad: Communication & Social Interaction

Lecturer in Communication and Social Interaction
Loughborough University – School of Social, Political and Geographical Sciences
Closes: 17th February 2017

This is an exciting opportunity to join the Department of Social Sciences at Loughborough University, part of the School of Social, Political and Geographical Sciences. The Department is recognized nationally and internationally for its excellence in research, teaching and enterprise.

Applications are invited from outstanding candidates with research interests that lie in social psychology, or a cognate social science discipline, that bear on communication and social interaction. The candidate should have teaching experience and be able to contribute to the delivery and development of BSc Social Psychology as well as the development of new MA degree pathways in communication and social interaction.

Candidates are expected to have: a completed PhD in a social science discipline; an active research profile; the clear potential to contribute to the Department’s research culture; a strong commitment to high quality teaching in an HE environment; and to support the University Strategy, Building Excellence. The lectureship will commence as soon as possible following interview.

Informal enquiries should be made to Dr Carly Butler, Department of Social Sciences, by email at c.w.butler AT lboro.ac.uk

Interviews will be held on 14 March 2017.

Hong Kong Polytechnic U Job Ads: Bilingualism & Communication; Asian Languages; Area Studies

Professor / Associate Professor / Assistant Professor in Bilingualism and Communication / Asian Languages and Linguistics / Area Studies
The Hong Kong Polytechnic University – Department of Chinese and Bilingual Studies
Expires: 13th February 2017

Duties
The appointees will be required to:
• engage in teaching and related learning activities at both undergraduate and postgraduate levels;
• assume an important role in curriculum design and development;
• undertake academic research in his/her area of expertise, including but not limited to application for external research grants;
• provide administrative support for academic development and departmental objectives, and play an active role in programme management;
• render professional service to the discipline and/or the community at large; and
• perform any other duties as assigned by the Head of Department or his/her delegates.

Appointees at Professor level will be expected to provide academic leadership in his/her area of expertise.

Qualifications
Applicants should have:
• a PhD degree in a relevant discipline, preferably with the specialism in Intercultural Communication, Bilingualism, Japanese Language Studies, Bilingual Media, Corporate Communication or a related field;
• relevant post-qualification teaching and research experience and a proven record of relevant academic and/or professional achievements;
• a high level of fluency in English; and
• a strong commitment to excellence in teaching, scholarly activities and professional service.

Preference will be given to those who have fluency in Chinese (both written and spoken).

Applicants for appointment at Assistant Professor level should normally have evidence-based research experience (as supported by evidence of research projects and outputs). Experience of postdoctoral research positions will be a plus but not required.

Applicants for appointment at Professor and Associate Professor levels should have substantial years of relevant post-qualification experience and an excellent record of relevant academic and/or professional achievements.  Candidates with less experience will be considered for appointment at a lower level.

Remuneration and Conditions of Service
A highly competitive remuneration package will be offered.  Initial appointment for Assistant Professor will be on a fixed-term gratuity-bearing contract.  Re-engagement thereafter is subject to mutual agreement.  An appropriate term will be provided for appointment at Associate Professor and Professor levels.  For general information on terms and conditions for appointment of academic staff in the University, please visit this website.  Applicants should state their current and expected salary in the application.

Application
Please submit application form via email to hrstaff@polyu.edu.hk; by fax at (852) 2764 3374; or by mail to Human Resources Office, 13/F, Li Ka Shing Tower, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.  If you would like to provide a separate curriculum vitae, please still complete the application form which will help speed up the recruitment process.  Application forms can be obtained via the above channels or downloaded.  Recruitment will continue until the position are filled.  Details of the University’s Personal Information Collection Statement for recruitment.

U Exeter Job Ad: International Relations

Lecturer or Senior Lecturer in International Relations (Education and Research)
University of Exeter – College of Social Sciences and International Studies
Closes: 2nd February 2017

The University of Exeter is a Russell Group University in the top one percent of institutions globally. In the last few years we have invested strategically to deliver more than £350 million worth of new facilities across our campuses with significant plans for further investment between now and 2016. Combining world class research with excellent and innovative education we now have over 19,000 students. In the 2014 Research Excellence Framework (REF) the University of Exeter was ranked 16th nationally with 98% of its research rated as being of international quality. The University of Exeter is ranked 7th in The Times and Sunday Times Good University Guide league table, 10th in The Complete University Guide and 12th in the Guardian University Guide.

The posts of Lecturer or Senior Lecturer in International Relations will contribute to extending the research profile of Critical International Relations at Exeter, particularly in areas related or complementary to Critical Security Studies, International Political Economy, International Political Theory, Postcolonialism or Feminism. An area specialism is desirable.

To be appointed at Lecturer level you will hold a PhD (or be nearing completion) or equivalent in International Relations or a closely related discipline and have an independent, internationally-recognised research programme in an active field of Critical International Relations research related or complementary to existing Exeter strengths. You should also be able to demonstrate the following qualities and characteristics: a strong record in attracting research funding, or demonstrable potential to attract such funding; teamwork skills to work in collaboration with existing group members; an active and supportive approach to inter-disciplinary and multi-disciplinary research that will help to foster interactions and links both within the University and externally; the attitude and ability to engage in continuous professional development; the aptitude to develop familiarity with a variety of strategies to promote and assess learning; and enthusiasm for delivering undergraduate and graduate programmes.

For appointments at Senior Lecturer level you must be qualified to PhD level in International Relations or a closely related discipline and be able to demonstrate a strong potential for research leadership with a track record in refereed publications and proven success in significant grant capture. You will also be expected to contribute to teaching at both undergraduate and graduate levels on a range of Politics and International Relations programmes.

We encourage proactive engagement with business and community partners to enhance the impact of research and education and improve the employability of our students. We therefore particularly welcome applications from academic staff with strong connections and funded projects with business and community partners and who are involved in projects which develop impact. At Exeter our academics benefit from specialist support for external engagement and development from our Innovation, Impact and Business directorate.

CFP Latin American Communication Theory Today

Communication Theory Special Issue
Latin American communication theory today: charting contemporary developments and their global relevance
Guest Editors: Florencia Enghel (Stockholm U, Sweden) & Martin Becerra (U Nacional de Quilmes, Argentina)

This Special Issue aligns itself with Communication Theory’s intention to encourage “authors and editors to highlight the historical, cultural, and political contexts in which theoretical approaches are articulated” (Wilkins, 2016)1. Its goal is to address the paucity of Latin American theorization in the journal2 with a focus on state-of-the-art theoretical contributions beyond the much referred-to “Latin American tradition”3. To this purpose, we invite contributions that provide an update of the outstanding theoretical developments produced by Latin American communication scholars in the past ten years (2005-2015) and examine their relevance to the global field of communication studies.

Contributions from the Global South have been rather absent from communication journals published in English in recent years. Graham, Ojanpera and De Sabbata’s (2015) analysis of “the geography of knowledge” reveals that most submissions to SAGE journals in 2014 came from the Global North, and that most countries in the Global South had very low acceptance rates for the small amount of articles submitted4. By presenting the region’s recent theoretical production and unpacking its critical relevance to transnational debates, we expect that the Special Issue will contribute to de-westernizing communication studies (Waisbord & Mellado, 2014), and in the process expand Communication Theory‘s coverage to Latin American countries that have been absent from the journal in terms of their theoretical production and/or the affiliation of contributing authors.

The Special Issue welcomes substantial updates of the Latin American contributions to the theorization of communication and media in recent years combining rich descriptions of conceptual advances well-grounded in the wider sociopolitical contexts in which they have developed, with critical analyses of their significance to global debates.

The Special Issue invites papers that address the following questions:
1. How has communication theory developed in specific Latin American countries in the past ten years (2005-2015)?
2. Which lines of research have been in the foreground, and in which ways is their prominence linked to wider country and/or regional sociopolitical trends and events?
3. To what extent have scholarly agendas been promoted by national research systems, distinct academic units, the private sector, civil society and/or social movements?
4. To what extent have changes in media technologies impacted the development of new concepts and theories?
5. What continuities and discontinuities can be observed in comparison with the region’s theoretical production in the late twentieth century?
6. How do theorizations originated in the region in recent years engage with theoretical developments in other parts of the world?

We particularly encourage papers from communication and media scholars based in Latin America, as well as from Latin American scholars affiliated with institutions abroad.
The deadline for submission of full paper proposals is 1 March 2017.

For submission guidelines, see http://www.icahdq.org/pubs/commtheory.asp. To submit, go to https://mc.manuscriptcentral.com/comth. For queries regarding the Special Issue’s theme, please contact Florencia Enghel (florencia.enghel AT ims.su.se) and Martin Becerra (aracabecerra AT gmail.com).

Researching Translanguaging 5 day course (UK)

5-Day residential course
Researching translanguaging: key concepts, methods & issues
June 19th  – June 23rd  2017
School of Education, University of Birmingham

This free 5-day residential course is designed for researchers, including doctoral researchers, who are engaged in research on communication in multilingual contexts. It is being organised by TLANG, Translation and Translanguaging: Investigating Linguistic and Cultural Transformations in Superdiverse Wards in Four UK Cities (AH/L007096/1), a research project funded by the Arts and Humanities Reserch Council (AHRC) under its theme Translating Cultures. TLANG is a collaboration of seven universities and seven national non-university partners.  It aims to investigate how people communicate in increasingly diverse city settings, and what the implications are for policy and practice in public, private and third sector organisations. Contributions to the residential will also be made by colleagues from the University of Cape Town, also funded by AHRC (ES/M00175X/1), whose focus will be the pedagogic potential, and ideological challenges of translanguaging in multilingual contexts.

Course participants will have access to TLANG’s already established networks as well as future opportunities to take part in its assemblies, city seminars, thematic workshops and international conferences.  TLANG provides a variety of meetings for academics, professionals, activists, artists, and students to share their interest in superdiversity and multilingualism. The 5-day course will also build on previous residential courses held at the University of Birmingham in 2010/11 funded through ESRC’s  Researcher Developer Initiative (RES-046-25-004, RDI).

Researching translanguaging
Linguistic, cultural and demographic changes have been ushered in by transnational population flows, the crisis of war, the changing political and economic landscapes of different world regions, and by the advent of new technologies for social media and online communication. These conditions have created a pressing need for a programme of detailed research which makes visible the ways in which people interact – how they translanguage and translate  – in rapidly-changing social settings.

The last decade has seen the emergence of new strands of research on translanguaging and new lines of enquiry which have incorporated critical and post-structuralist perspectives from social theory and which have embraced  ethical epistemologies and research methods. Different research strategies have been employed in different kinds of sociolinguistic spaces: in local neighbourhoods, across transnational diaspora, in multilingual workplaces, complementary schools/community classes, mainstream educational settings, health care centres, sports clubs, religious gatherings, legal settings, bureaucratic encounters, in the mass media, and on the internet. Researchers have provided detailed accounts of face to face encounters in multilingual settings and in mediated, virtual interactions. They have also explored the interface between spoken and written language use and multimodality, seeking connections between local situated practices and wider social processes.

Translanguaging theorizes communicative practice as repertoire and considers how people deploy their semiotic resources within the ideological contexts in which they operate.  It includes aspects of communication not always thought of as ‘language’, including gesture, dress, posture, and so on; it is a record of mobility and experience; it includes constraints, gaps and silences as well as potentialities; and it is responsive to the places in which, and the people with whom, semiotic resources may be deployed. Because social categories do not correspond straightforwardly to identifiable linguistic forms, we need to adapt our ways of seeing to understand the plurality of repertoires, styles, registers, and genres in play as people communicate.

Translanguaging in research practice
A focus on translanguaging enables us to see how everyday practices and identities are rooted in the trajectories of the multiple communities to which individuals belong, and how they develop and transform. The deployment of diverse communicative repertoires is not only apparent in the social contexts in which we research, but is also manifestly evident in the research teams in which we work. Translanguaging is a significant dimension of research practice in some areas of social science, due to the increasing linguistic and cultural diversity of contemporary society. Furthermore, translanguaging, with its focus on communicative practice, can be studied from an interdisciplinary perspective which can raise difficult questions about what constitutes data, evidence, claim and argumentation. These collaborations across different disciplinary backgrounds, social and linguistic biographies, and professional contexts throw up key epistemological issues and questions relating to researcher identity and to asymmetries of power in the knowledge-building process. This residential will offer a forum for researchers across the social sciences who are working in multilingual settings to engage in dialogue about ways of working and to consider the issues arising from work in multilingual and interdisciplinary teams. It is also hoped that it will serve as a route into research on translanguaging for social scientists who hold a particular interest in linguistic ethnography.

The 5-day residential course at Birmingham
The 5-day course will be organised into sessions, with different themes and orienting theories. The sessions will be led by different members of the TLANG team with our international collaborators from the University of Cape Town. Delegates must commit to full attendance over the full 5 days.

Session 1: Researching translanguaging: why, what and how?
Session 2: Translanguaging as communication: a repertoire approach
Session 3: Translanguaging and superdiversity: an ideological perspective
Session 4: Translanguaging and social media;
Session 5: Translanguaging and cityscapes
Session 6 and 7: Translanguaging in educational settings
Session 8: Translanguaging and multimodality
Session 9: Translanguaging in research practice
Session 10: Translanguaging, engagement and interdisciplinarity

Organisers:
Angela Creese (a.creese AT bham.ac.uk)
Sarah Martin (s.l.martin AT bham.ac.uk)

Applications:
The number of participants is limited to 30, so early application is recommended. Application forms and further details are available on TLANG.  DEADLINE FOR APPLICATION IS 10TH FEBRUARY 2017. PLACES ANNOUNCED BY 10TH MARCH 2017.

CFP Children, Youth & Media in MENA & Gulf Conflict Zones

Call for Panelists for the upcoming Middle East Studies Association (MESA) Annual Meeting, Washington D.C., November 18-21, 2017

Children, Youth, and Media in Middle Eastern, North African, and Gulf Conflict Zones. This panel seeks to carve out new pathways into the subject of children, youth and media.

Abstracts are sought that critically interpret how Middle Eastern, North African, and Persian/Arabian Gulf children and youth use, play with, produce, interpret and/or are influenced by media in conflict zones. Abstracts should come from or be framed from the “voice”, or perspective of children and youth and connect how their respective media uses and practices impinge on the development of their culture, constructions of civic and national identity, intergroup attitudes, political opinions, and/or peace and conflict related practices and behaviors. To that effect, papers might examine the media uses and associated daily lives — past and/or present — of among others, Algerian, Iranian, Iraqi, Israeli, Lebanese, Libyan, Palestinian, Syrian, Tuareg, Yemini or Yezedi girls and boys. Papers that explore these areas as they relate to the lives of those among them who have been (forcibly-) migrated, are borderlands children, have been born due to the uses of rape as a weapon of war, and/or whom, through them, have become child mothers, are particularly encouraged.

Abstracts, and so papers, may conceptualize children/childhood or youth from a biological, legal, constructed, and/or subaltern perspective. They may either be modern or historical in focus. Field-based research from a variety of disciplinary, theoretical, and methodological perspectives are encouraged. Research from communication, children and youth/childhood studies, anthropology, political science, sociology, psychology, history and related disciplines are all welcome. To that effect, media analogous analyses of non-formal education, arts, music, dance, and leisure practices and spaces are invited. The goal of the panel will be to foster a critical transdisciplinary merger of these varied disciplinary approaches.

If interested, and for any questions, please email Yael Warshel at ywarshel AT gmail.com
The following information should be emailed by Feb 8, 2017:
1) your name, affiliation, and contact details.
2) a 300-400 word abstract fitting the above panel theme and MESA’s criteria for evaluating abstracts, including being, “scholarly”, and possessing “a strong, focused statement of thesis or significance, clear goals and methodology, well-organized research data, specified sources, and convincing, coherent conclusions.”

CFP Refugee Communications in the Digital Age

Call for Papers: Refugee Communications in the Digital Age
Special issue of American Behavioral Scientist
Submission deadline: February 15, 2017

This American Behavioral Scientist special issue seeks scholarly contributions in the area of refugee communications, broadly defined. The special issue will consider manuscripts from an array perspectives, disciplines and methodologies, including content analysis, discourse analysis, in-depth interviews, focus groups, and experimentation and will provide most recent data on refugee communications around the world. Each contributor will be asked to include recommendations on best practices in refugee communications, including suggestions for ways communications professionals, governmental officials and other actors can contribute to dominant discourse about refugees, which ultimately shapes public opinion and policy making.

The following are examples of the kinds of topics the editors consider relevant to this issue:
– Analysis of portrayals of refugees in both traditional or social media
– Empirical examination of the effects of media portrayals of refugees on audiences
– Communications interventions aimed at improving social outcomes for refugee populations
– Discussions of ethics and refugee communication
– Documentation of communication use by refugee populations

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