March 2019 – Center for Intercultural Dialogue

Purdue U: Intercultural Research Specialist (USA)

Intercultural Research Specialist, Purdue University, Indiana. Deadline: Open until filled; posted March 15, 2019.

This is an open rank search at either the Specialist (P2) or Senior Specialist (P3) level for a position in Purdue’s Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR). The Senior Intercultural Research Specialist will be a seasoned interculturalist with both a theoretical understanding of intercultural communication and experience applying theory and best practices to the design and implementation of scholarship in this discipline. Candidates who are not eligible for a senior position but demonstrate potential for success in this role with evidence of interest in intercultural learning and transferable research skills will be considered at the Specialist level. The (Senior) Intercultural Research Specialist will work closely with CILMAR Intercultural Learning Specialists as well as faculty, staff, and students to support cutting-edge intercultural scholarship, especially research that advances the discipline’s understanding of intercultural competence development in higher education settings. The research specialist will be expected to engage competently with quantitative and qualitative data, individually and on teams, and on both externally and internally funded projects. In addition, this position involves mentoring others in the development of intercultural competence, creating and presenting intercultural interventions, debriefing participants on the results of intercultural assessments, and disseminating information about CILMAR’s work in and beyond Purdue.

Aarhus U: 2 Intercultural Positions (Denmark)

1. Professor of Intercultural Studies, School of Communication and Culture, University of Aarhus, Denmark. Deadline: 2 April 2019.

The School of Communication and Culture at Aarhus University invites applications for the position of Professor of Intercultural Studies. The appointment is permanent and begins on 1 December 2019 or as soon as possible thereafter. The position is at the Department of German and Romance Languages or the Department of English, both part of the School of Communication and Culture, and it includes tasks and responsibilities in all of Aarhus University’s core activities in the areas of research, teaching and supervision, talent development and knowledge exchange related to intercultural studies.

Applicants must have extensive, thoroughly documented international research experience at the highest level in intercultural studies and related fields of research. They must also be able to document international research in one, or preferably more than one, of the following fields: (a) theory and analysis of organisations, (b) global entrepreneurship, (c) intercultural management, (d) transcultural negotiation, and (e) conflict management.

Professor of foreign-language pedagogy, School of Communication and Culture, University of Aarhus, Denmark. Deadline: 2 April 2019.

Applications are invited for the position of professor in foreign-language pedagogy at the School of Communication and Culture. The appointment is permanent and begins on 1 December 2019 or as soon as possible thereafter. The position is at the Department of German and Romance Languages or the Department of English, both part of the School of Communication and Culture, and it includes tasks and responsibilities in all of Aarhus University’s core activities in the areas of research, teaching and supervision, talent development and knowledge exchange related to foreign-language pedagogy.

The School of Communication and Culture wishes to strengthen foreign-language pedagogy, and in this connection the successful applicant will be expected to work with the Danish National Centre for Foreign Languages.
More specifically, they are looking for a dedicated applicant who has contributed substantially to research and/or teaching in the area of foreign-language learning and teaching with the focus on upper-secondary school/high school and university levels. In addition, it will be considered an advantage if the applicant can document research and/or teaching qualifications within related areas such as grammar, translation, intercultural communication and sociolinguistics. The applicant must also be qualified to teach core courses at all levels within the above-mentioned areas. Applicants must have a native or near-native command of either English, French, German or Spanish.

Jewish-Muslim Interactions and Narratives in UK and France

Everett, S. S., & Gidley, B. (2018). Getting away from the noise: Jewish-Muslim interactions and narratives in E1/Barbès. Francosphères, 7(2), 173-196.

Abstract: This article offers a comparative lens on intercultural and interreligious encounter in urban contexts in France and the UK, focusing on the commonalities and specificities of different national and municipal contexts. It offers an account of three forms of encounter, based on extensive fieldwork in two neighbourhoods of Paris and London: commercial interdependencies embedded in early phases of immigration; voluntaristic ‘interfaith-from-above’ policies shaped by state agendas developed since the beginning of the twenty-first century; and still emerging ‘interculturalism-from-below’ generated by second- and third-generation children of immigrants, which is marked by nostalgia and selective reading of local heritage. In doing so, it bypasses the sharp disciplinary and methodological divides that separate research on Jewish histories and cultures, Muslim communities, immigrant quarters, and postcolonial/minority ethnic contexts. It aims instead to show how intercultural and interfaith encounters often occur in mundane spaces, and operate through and despite forms of ambivalence, and in this respect offer a context in which to displace the terms of spectacular accounts of racial and civilizational conflict.

István Fekete Profile

István Fekete did his postdoctoral training in psycholinguistics at the University of Oldenburg, Germany, where he worked also as a consultant in statistics and research methods.

István Fekete

Previously, he was a research fellow at the Research Institute for Linguistics of the Hungarian Academy of Sciences and earlier a research assistant at the Department of Cognitive Science of the Budapest University of Technology and Economics, where he received his PhD in psycholinguistics in 2013. He earned his M.A. degrees in English and German language and literature from Eötvös Loránd University, Budapest in 2006.

His research focuses on psycholinguistics, cognitive linguistics, semantics and pragmatics, the understanding of exhaustivity in wh-phrases, and isolating language disorder using machine-learning approaches. His wider research interests include interdisciplinary work and the application of advanced statistical methods to linguistic data. He has worked with EEG, eye-tracking and behavioral methods.

For publications, please see
https://loop.frontiersin.org/people/491179/overview

IMéRA Institute for Advanced Study 2020 (France)

Call for applications: Chair, Agence universitaire de la Francophonie (AUF)- Institute for Advanced Study (IMéRA), 2019-20, Aix-Marseille University, France. Deadline: 19 April 2019.

2019-20 theme: “Transformations structurelles et dynamiques institutionnelles en Francophonie” [Structural transformations and institutional dynamics in the Francophone world].

This call for applications to host a researcher in residence in Marseille is aimed at senior French-speaking academics and researchers from all disciplines who have acquired international scientific recognition (awards, publications, international expertise, etc.). The Chairholder will be hosted in residence in Marseille for a period of 10 months to conduct research work in connection with teams and laboratories of the university, as well as with partner organizations.

CFP Transnational Perspectives on Spanish in Society (UK)

Call for Papers: Transnational Perspectives on the Study of Spanish in Society, The University of Edinburgh, 5-6 September 2019. Deadline: April 15, 2019.

Transnational Perspectives on the Study of Spanish in Society marks the the 9th International Conference of Hispanic Linguistics and 7th Biennial Meeting of the International Association for the Study of Spanish in Society. Languages travel and adapt to the new circumstances faced by their speakers. The growth of the Spanish language has always been transnational in nature, insofar as any expansion has been grounded in cultural and economic exchange. Therefore, at this conference, organizers wish to bring together those with scholarly interests in the situation of the Spanish language in the contemporary world. Almost twenty years into the new millennium, it is time reflect on how Spanish speakers, be they in their countries of origin or in the diaspora, construct and negotiate concepts of community. How is this achieved by recourse to ideas of borders, migration and contact? How do speakers move beyond notions of physical space, and push social, political, cultural and commercial boundaries, in order to break through the limits imposed on them by nations and continents?

Abstracts may be submitted in English or in Spanish.

CID Video Competition Resources

The following resources discussing intercultural dialogue as a concept may be of help to those preparing entries for the Center for Intercultural Dialogue 2019 Video Competition.

Reminder: the question to answer in 2019 is: How do social media influence intercultural dialogue?

Short, basic definitions for the two concepts that must be addressed by any video:

1) Intercultural dialogue is the term for what happens when people from different cultural backgrounds attempt to understand one other’s assumptions. Culture is a general term that includes all sorts of learned behavioral patterns. Intercultural communication is generally accepted as including international, interracial, interethnic, and interfaith. Intercultural dialogue is deliberate, active rather than passive. It is NOT the same as cultural analysis (understanding how one culture does things), or cross-cultural analysis (comparing how two different cultures do things).

2) Social media refers to any tool using the internet to help people communicate, especially when they are not in the same place at the same time. It includes such applications as Facebook, Twitter, Instagram, WeChat, WhatsApp, and Tumblr, among others. You can limit your consideration to any one of these, or consider several. But don’t just describe the social media by themselves! The question you must answer is how the social media you choose to address influence intercultural dialogue. That means, what changes when people of different cultural backgrounds try to understand one another when they are not even face-to-face? What gets harder? What becomes easier?

Any of the winning videos from the 2018 CID Video Competition should be helpful in providing models of what last year’s judges deemed the most worthy entries. Remember that those participants were answering a different question (What does intercultural dialogue look like?).

CID issues a number of publications that are designed to expand understanding of intercultural dialogue at greater length than the sort explanations above, but still only in 1 or 2 pages. A few that may be of particular help to newcomers to the topic are these:

Key Concepts in Intercultural Dialogue
#1: Intercultural dialogue
#8: Public dialogue
#10: Cross-cultural dialogue
#14: Dialogue
#81: Dialogue as a Space of Relationship
#84: Double Intercultural Dialogue

CID Posters
#3: Intercultural dialogue
#6: Dialogue defined
#8: Intercultural competence/intercultural dialogue

If you have further questions, see previously published competition rules, and FAQ. See the reflection by one winning team on creating their video. Or send an email with a question. When you’re ready to submit an entry, click here.

U Colorado: TESOL Instructor (USA)

Instructor in TESOL Theory and Practice, University of Colorado, Boulder, CO. Deadline: April 12, 2019.

The candidate selected for this 1 FTE appointment (.5 FTE Linguistics; .5 FTE International English Center) will report to both the Department of Linguistics and the International English Center. The salary is $55,000. This is a multi-year contract that can be renewed infinitely. Responsibilities divided as follows:

Department of Linguistics:

Teaching a 2/1 per academic year course load of split graduate/ undergraduate courses in LING-TESOL methods, theory, and practice.
Directing and developing the Department of BA TESOL Certificate program.
Advising students seeking the MA-level TESOL with Technology Certificate.

International English Center

Teaching 2 courses per each IEC eight-week session; four sessions per year.
[and more relating to teaching, curriculum development, service activities – see original ad for details]

Princeton U: Postdoc in Linguistics (USA)

Postdoctoral Research Associate, Program in Linguistics, Princeton University, NJ, USA. Deadline: April 1, 2019 (for first review, with rolling deadline).

The Program in Linguistics at Princeton University invites applications for a post-doctoral (or more senior) research position in linguistics. The ideal candidate will have a strong background in formal semantics/pragmatics or prosody/intonation, and an interest in exploring the relationship between the two, experimentally and theoretically. The candidate may be invited to teach one course for Linguistics per semester, pending sufficient enrollments and with the approval of the Office of the Dean of the Faculty, and may engage in a small amount of undergraduate independent work advising. When teaching or advising, the successful candidate will carry a secondary rank of Lecturer. In addition, they will be expected to participate in the intellectual life of the Program in Linguistics. PhD in Linguistics or relevant discipline, preferably within the past five years but no later than September 1, 2019. This is a one-year term position starting September 1, 2019 with the possibility of renewal for a second year, based on continued satisfactory performance.

Erasmus+ Virtual Exchanges

Erasmus+ Virtual Exchange is part of the Erasmus+ programme, providing an accessible, ground-breaking way for young people to engage in intercultural learning.

Working with Youth Organisations and Universities, Erasmus+ Virtual Exchange is open to any young person aged 18-30 residing in Europe and the Southern Mediterranean. Through a range of activities, Erasmus+ Virtual Exchange aims to expand the reach and scope of the Erasmus+ programme through Virtual Exchanges, which are technology-enabled people-to-people dialogues sustained over a period of time.

Specific programs include:

Professional development for youth workers and university educators to learn how to develop a Transnational Erasmus+ Virtual Exchange Project (TEP) in order to enrich and expand existing programmes.
Advocacy training bringing young people from different backgrounds together to develop parliamentary debate skills with the support of a network of trained debate team leaders, fostering listening and understanding through advocacy training.
Interactive Open Online Courses across cultural contexts and national boundaries to learn with peers from diverse backgrounds using bite-sized video lectures, supported by skill building activities and facilitated intercultural discussions.

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