Month: October 2019

Katalin Egri Ku-Mesu Profile

Profiles

Katalin Egri Ku-Mesu, PhD, is Associate Tutor at the School of Arts, University of Leicester, UK.

Katalin Egri Ku-Mesu

 

She has a multidisciplinary background in languages, literatures and cultures, and she has taught and supervised at Hungarian and British universities at under- and postgraduate level in the broad disciplinary areas of English language and linguistics, English, American and postcolonial literature, English teacher training and education and applied linguistics. She has also taught Russian to students specializing in Russian language and literature and Hungarian to speakers of other languages. Katalin has also worked as Head of English for Academic Purposes (EAP) for a pathway organization, managing the delivery of EAP programs and supporting teachers across sixteen countries in Asia, Africa, South America and Europe.

Katalin’s research interests fall within the fields of postcolonial literature, World Englishes, cross-cultural pragmatics, sociolinguistics and cultural text-analysis. She is also interested in multilingualism, English language teaching and English teacher education, specifically the exploitation of literary material for language teaching purposes, the applicability of Western language teaching methods elsewhere in the world and the effect of extensive reading on language learning. She has researched various aspects of African literature, including the works of Ghanaian and Nigerian writers, cultural reference in Ghanaian English language fiction, and reading and censorship in Africa as well as the role of the mother tongue in teaching and learning English, creativity in the language classroom, academic literacies, genre pedagogy and language assessment.

For more information, please visit Katalin’s ORCiD or her LinkedIn profile.

Work for CID:
Katalin Egri Ku-Mesu translated KC23: Afrocentricity and KC73: Argumentative Dialogue into Hungarian.

Penman & Jensen: Making Better Social Worlds

“BookPenman, R., & Jensen, A. (2019). Making Better Social Worlds: Inspirations from the Theory of the Coordinated Management of Meaning. Oracle, AZ: CMM Institute Press.

Barnett Pearce invited us all to make better social worlds. Penman and Jensen show us how to begin—how to cross the wide gap between wanting to make a better social world and actually beginning to do so.  – Wendy Leeds-Hurwitz

Making Better Social Worlds: Inspirations from the Theory of the Coordinated Management of Meaning is a companion volume to the Cosmopolis2045 website. It serves as a fitting first book from the new CMMi Press. The book offers a clear and comprehensive account of how the theory of the Coordinated Management of Meaning (CMM) can be used to help us rise to the challenges of 21st century life with its political turmoil, social divisiveness and increasing moral bankruptcy. Making Better Social Worlds describes how we create our social worlds in communication, that our relationships with people matter deeply to the quality of our lives and that living with difference enriches us. Readers are offered a new mindset that is relationship-orientated, self-reflexive and morally attuned, along with what it means to engage in joint action, dialogue and cosmopolitan communication, to show how changing our communication practices can bring about social and cultural change.

CFP Future Imperfect: Language in Times of Crisis and Hope (USA)

ConferencesCall for papers: 2020 Spring Conference of the Society for Linguistic Anthropology: “Future Imperfect: Language in Times of Crisis and Hope”, April 2-5, 2020, Boulder, Colorado, USA. Deadline: December 1, 2019.

The Society for Linguistic Anthropology, in partnership with graduate students in the Program in Culture, Language, and Social Practice (CLASP) at the University of Colorado Boulder, has announced the SLA 2020 Spring Conference, to take place at the Hiltons on Canyon in Boulder, Colorado, on April 2-5, 2020. The SLA Conference Steering Committee welcomes all submissions advancing the study of language and society, but we are especially interested in work that engages the 2020 conference theme: Future Imperfect: Language in Times of Crisis and Hope.

As human societies face the tragedies of climate, war, racism, corruption, and displacement that are projected to define the 21st century, the SLA 2020 Spring Conference calls upon scholars to question the way forward in an imperfect future world. The future inhabits our uncertain present, generating complex intersections of crisis and hope. The imperfect, as a verb construction, describes an ongoing, incomplete action. With this conference theme, we wish to highlight the ever-unfinished and evolving condition of academic research and its contribution to pressing sociopolitical issues. How do we, in our role as researchers, reconcile time-honored methodologies with the novel challenges that have arisen in contemporary social life? How can our academic labor more effectively address the concerns of the future? We welcome submissions that make use of diverse methods, both micro and macro, to explore the precarity and forms of resistance that characterize our contemporary moment. We are especially interested in submissions that address the ways that language use may both enable and contest the sociopolitical shifts that continue to destabilize human equality (and indeed the future of humanity itself), whether at local, national, regional, or global scales.

In its focus on imperfect futures, the conference theme additionally proposes disruption and transformation as necessary concepts for critical language study. In social analytic research, these concepts each invoke traditional paradigms as they move toward more innovative ways of thinking and doing. Organizers highlight disruption as a rethinking of relationships between researchers, participants, audiences, and methodologies. What counts as knowledge production in linguistic anthropology and related fields? Who gets to produce and circulate knowledge, and in what fora? How can we productively disrupt our reliance on knowledge systems that may be more suited to past instead of future concerns? Likewise, organizers highlight transformation as encompassing the many ways in which laypersons as well as researchers may change and advance the contours of language study to confront an increasingly anxious world. Through the reflexive interrogation of positionality and subjectivity, we search for emergent paths to take within—and beyond—the comfort zones in our research fields. Disruption and transformation, as mutually reinforcing, co-constitutive phenomena, create the opportunity for more critical and participatory directions in language study. This conference theme invites linguistic anthropologists and related researchers to reflect on ways to realize goals of racial, ethnic, socioeconomic, gendered, and other forms of social justice in times of crisis and hope.

CFP Nordic Conference on Bilingualism (Sweden)

ConferencesCall for Papers: 12th Nordic Conference on Bilingualism: X-Disciplinarity in Multilingualism Research, June 10–12, 2020, Stockholm University, Stockholm, Sweden. Deadline: 1 December 2019.

Organizers are inviting proposals for presentations at The 12th Nordic Conference on Bilingualism (NCB12), to be held in Stockholm, Sweden, on June 10–12, 2020. The conference is organized by the Centre for Research on Bilingualism, and the venue will be Campus Frescati, Stockholm University.

The general theme of the conference, “X-Disciplinarity in Multilingualism Research”, will be reflected primarily in the five plenary talks. Submissions for oral presentations, posters, and colloquia that directly or indirectly address the theme are particularly encouraged, although papers that do not are just as welcome!

Submissions may cover (any combination of) sociolinguistic, educational-linguistic, structural-linguistic, psycholinguistic, and neurolinguistic perspectives on multilingualism. Linguistic aspects may include (but are not limited to) phonetic, phonological, morphological, syntactic, lexical, semantic, pragmatic, and discourse domains of multilingualism, and submissions may deal with language perception and/or production, as well as spoken, written, and/or signed modes of multilingualism, in contexts of (for example) simultaneous and sequential bilingual development, child and adult first, second, third, or heritage language acquisition, learning, teaching, and use, as well as aspects of language attrition, loss, maintenance, reactivation, and revitalization. We are aiming for a broad representation of (combinations of) methodological approaches, ranging from experimental designs and brain imaging techniques to linguistic anthropology and ethnography.

Please note that the conference is not limited to multilingualism issues related specifically to the Nordic/Scandinavian contexts or languages, nor is it exclusive to researchers active in the Nordic countries/Scandinavia. NCB12 welcomes submissions from anywhere in the world, on any multilingualism context, involving any languages.

KC94 Cross-Cultural Kids Translated into Turkish

Key Concepts in ICDContinuing with translations of the Key Concepts in Intercultural Dialogue, today I am posting KC#94: Cross-Cultural Kids, by Ruth E. Van Reken, published in English earlier this year, and which Emin Yiğit Koyuncuoğlu has now translated into Turkish.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized alphabetically by concept, chronologically by publication date and number, 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.

KC94 Cross-Cultural Kids_TurkishVan Reken, R. (2019). Cross-cultural kids [Turkish]. (E. Y. Koyuncuoğlu, Trans). Key Concepts in Intercultural Dialogue, 94. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2019/10/kc94-cross-cultural-kids_turkish.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

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

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Durham U: Intercultural Communication & Education (England)

“Job

Assistant or Associate Professor in Intercultural Communication and Education, School of Education, Durham University, England. Deadline: 15 November 2019.

The School of Education at Durham University seeks to make an appointment to the role of Assistant or Associate Professor, depending on experience, in Intercultural Communication and Education. They welcome applications from those with research and teaching interests that are aligned with the Intercultural Communication and Education research cluster within the School.

Suffolk U: Global & Cultural Communication (USA)

“JobAssistant Professor of Communication (Global and Cultural Communication), College of Arts and Sciences, Suffolk University, Boston, MA. Deadline: November 22, 2019.

The Communication, Journalism and Media Department at Suffolk University invites applications for a tenure-track faculty position at the rank of Assistant Professor beginning July 1, 2020 (pending final budgetary approval). This position is for a communication generalist with an emphasis on global and cultural communication. The ideal candidate should be able to teach introductory classes such as Introduction to Communication, Principles of Oral Communication, and Intercultural Communication. In addition, the candidate will teach upper-level classes that examine the role of communication across various cultures, meaning-making in a globalized world, and the role of culture in different forms of communication. Our Global and Cultural Communication program has an emphasis on social justice issues, which provides links to the other majors in our department and the university’s Global Cultural Studies interdisciplinary major.

Emerson College: Global Communication (USA)

“JobExecutive in Residence or Tenure-Track Assistant Professor, Global Communication at Emerson College, Boston, MA, USA. Deadline: Open until filled (posted October 21, 2019).

The Department of Communication Studies at Emerson College seeks a faculty colleague with expertise in the field of global communication. This full-time appointment may be for a tenure-track Assistant Professor or for a renewable term Executive in Residence, depending on the candidate’s qualifications and current position. Appointment begins on August 20, 2020. Emerson College is committed to an active, intentional, and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum, and in the college’s intellectual, social, cultural, and geographical communities. Emerson endorses a framework of inclusive excellence, which recognizes that institutional excellence comes from fully engaging with diversity in all aspects of institutional activities. Therefore, they strongly encourage applications from candidates who can demonstrate through their teaching, research, and service that they can contribute to Emerson’s excellence in this area.

Florida Gulf Coast U: Interracial/Intercultural Comm (USA)

“JobAssistant Professor of Interracial/Intercultural Communication, Florida Gulf Coast University, Ft. Myers,  FL. Deadline:  November 22, 2019.

As an Assistant Professor in Speech Communication & Rhetoric with an emphasis on Interracial/Intercultural communication you will teach at the undergraduate and graduate level; be involved in course and/or curriculum development including assessment in the areas of emphasis listed; conduct research/scholarship; participate on College and University committees and/or initiatives.

CFP Negotiating Gender & Sexualities in Asian Language Communities

“PublicationCall for Papers: Special Issue “Negotiating Gender and Sexualities in Asian language communities” to be edited by Professor Julie Abbou, Aix Marseille University, France. Deadline for proposals: November 10, 2019.

Decades of interdisciplinary work have indicated how language, gender and sexualities are co-constructed. This intersection constitutes a highly interdisciplinary field, thus drawing on a variety of pertinent fields, such as Sociolinguistics, Cultural and Political Anthropology, Discourse Analysis, Feminism, Critical Theory, and Media studies, to name a few. Currently, research on language, gender and sexualities acknowledges the junctures among these fields, focusing on the complexities and hybridities that may emerge from their interactions. This dynamic has influenced academic work, and more broadly larger society, the professional sector, and politics.

However, diverse linguistic and discursive practices of gender and sexualities have been under unequal scrutiny, with most work concerning English or Romance languages. It is therefore necessary to bring analysis on the co-construction of gender, sexualities and language to a larger variety of social contexts. Focusing on Asian language communities allows scholarship not only to enrich the knowledge of gender and sexualities, but also to discuss how systems, assignations and identities intertwine in various political, historical, social and cultural contexts. Asian linguistic and discursive landscapes offer a unique vantage point from which to view this intertwinement, and to develop new models of gender and sexuality which lie beyond our current knowledge.

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