York St. John University is currently seeking a Lecturer in TESOL and Linguistics to start 1st August 2020. The successful candidate will join a team of fifteen Languages and Linguistics academics based within the School of Education, Language and Psychology. They offer BA and MA programmes in British Sign Language, Deaf Studies, Educational Linguistics, English Language and Linguistics, Intercultural Communication, Japanese, Korean, Language and Social Justice, and TESOL. The successful candidate will contribute to undergraduate and postgraduate programmes in TESOL and Linguistics.
Candidates should have the experience and expertise to teach across a range of linguistics modules such as introductory grammar and phonetics, second language acquisition and multilingualism. It is essential that candidates hold a doctoral level qualification, or are near completion, and are actively engaged in research. Research expertise should be in TESOL, and may also be related to one or more of the following areas: applied linguistics; corpus linguistics; digital communication; discourse analysis; forensic linguistics; language acquisition; psycholinguistics; queer and feminist linguistic theory; sociolinguistics; syntax.
2 positions for Assistant Professor, Department of Translation, Interpreting and Intercultural Studies, Hong Kong Baptist University, Hong Kong, China. Deadline: July 19, 2020.
Preference will be given to those with expertise in at least one of the following clusters: (i) translation theory; (ii) translation technology, translation-related applications of big data, and localization; (iii) interpreting studies; and (iv) intercultural studies, preferably with interests in minority cultures. Given the Chinese/English orientation of the majority of the Department’s course offerings, a command of Chinese is expected.
Cindy Wilson, author of Too Much Soul: The Journey of an Asian Southern Belle, was born I Wol-yang in Seoul and adopted by African-American parents in 1975 when she was a few months old. Her name was changed to Cindy and she was brought to America by her adoptive parents the following year. Raised in Mississippi, Wilson identifies as being part of the African American community, even though she is Asian.
The article, and the book that sparked it, seem likely to start interesting class discussions about racial vs. cultural identity. Biracial students, or students adopted across racial lines as in this case, are often particularly skilled at helping other students in a course help learn how to gracefully discuss the issues.
Abe, a film by Brazilian director Fernando Grostein Andrade, uses fusion foods as a way to approach intercultural dialogue.
Finding one’s identity is a challenge everyone faces, but few have the pressure that 12-year-old Abe feels as the son of an Israeli mother and Palestinian father. Though his parents have raised him in a secular household, both sets of grandparents insist he chooses between being Jewish or Muslim. Abe’s passion for food allows him some escape from the escalating family tensions. While exploring Brooklyn to discover new foods, he meets Chico, a Brazilian chef who believes “mixing flavors can bring people together.”
If you use other films in your work or teaching that relate to intercultural dialogue, please take a moment to send an email with a short note, as CID is currently preparing a list of such films to post as a resource.
The Carnegie African Diaspora Fellowship Program (CADFP) is a scholar fellowship program for educational projects at African higher education institutions. Offered by IIE in collaboration with the United States International University-Africa, the program is funded by a grant from Carnegie Corporation of New York. A total of 471 African Diaspora Fellowships have been awarded for scholars to travel to Africa since the program’s inception in 2013. CADFP exemplifies Carnegie’s enduring commitment to higher education in Africa. IIE manages and administers the program, including applications, project requests and fellowships. USIU-Africa provides strategic direction through the Advisory Council.
Accredited African universities in six host countries (Ghana, Kenya, Nigeria, South Africa, Tanzania and Uganda) can submit a project request to host an African-born scholar currently living in the United States or Canada to work on projects in research collaboration, graduate student teaching/mentoring and curriculum co-development. Or African-born academics currently living in the United States or Canada and working at institutions of higher education can submit a Scholar Application to the Scholar Roster.
In this moment of transition, this webinar contributes to current discussions on the future of small-scale and community-based creative tourism, and on community recovery and resilience. How can we work collectively to move forward together?
The Covid-19 pandemic in 2020 has provided a stark moment of renewed reflection and contemplation on the realities of our interconnected world. It has highlighted the necessity of working together on both a local community and global scale to improve our quality of social solidarity, and to advance ideas and practices that can renew and provide mutual benefit, contribute to local vitality, and foster the sharing of cultural expressions. It has also led many to consider how to redirect travel and tourism to more meaningful and responsible ends. In our individual pods of isolation, the level of virtual reaching out and sharing was highlighted, and the importance of cultural practices in crafting these bridges and inter-locale connections was underscored.
Moving forward, there is a sense that this pandemic will change the way we act in future – individually, collectively in our geographic communities, and more widely in our nations and international networks. In this context, travel and tourism will resume but are likely be profoundly changed. Travelers may increasingly seek out places of beauty, of respite, of renewal. Domestic tourism may be reemphasized. Connections with others may be re-conceived and fostered on a more humane basis as co-travelers on a closely interconnected planet. A sense of rebuilding and renewal may prevail.
Please read the original description of the requirements. And please follow the rules so we don’t have to disqualify your submission. (Bare minimum: it has to be about listening, in the context of intercultural dialogue. It has to be 30 seconds to 2 minutes in length. It has to be a video. It has to be original, and your own work. When you’re ready, upload your video here(NOT to your own YouTube or Vimeo channel!).
Listening is an act of community, which takes space, time, and silence. -Ursula K. Le Guin
If you have questions, see previously published competition rules, FAQ, and resources. Look at the 2018 or 2019 award winning videos. Read the reflection by one winning team about creating their video. If you still have questions that aren’t answered, then send an email. When you’re ready to submit an entry, click here.
The Assistant Director for the Office for Racial and Cultural Engagement (RACE) contributes to the overall mission of Emory Campus Life and through providing individual, group, and organizational support, education, and advisement. This position works to encourage and challenge students to inquire about the construction of racial identities and create active learning environments that enhance their awareness and exploration of why and how race informs cultural and communal development.
While the Assistant Director will work with all students, the position will be primarily responsible for supporting Asian, Pacific Islander, and Desi American (APIDA) student initiatives. The person in this position will work collaboratively with staff throughout Campus Life and beyond to provide support services focused on racial diversity, equity, and inclusion while connecting students to the Emory community.
This staff member will be interested in program development that prioritizes collaboration with students and other staff members, student empowerment, and the personal and professional development of students. The person in this role will be engaged in a high level of student advising and willing to form working partnerships to improve the services rendered to students.
SACA will host an interactive paper session. A committee of renowned scholars will review submissions. Since SACA is an institutional initiative of AEJMC, this session will be featured in the official program of the AEJMC annual conference.
Contemporary Debates in Digital Culture, Center for the Study on Media and Society in Argentina (MESO), Universidad de San Andrés, Buenos Aires, Argentina. Virtual meeting May 28, 2020 at 6:00 p.m. (ARG).
The speakers will be Victoria Andelsman (University of Amsterdam, The Netherlands), Silvana Leiva (CIDE, Mexico), Mora Matassi (Northwestern University, United States) and Celeste Wagner (University of Pennsylvania, United States) and the event will be moderated by Eugenia Mitchelstein (University of San Andrés, Argentina). The speakers will address their work and research experiences on digital culture.