Month: October 2020

KC89 Xenophobia Translated into Spanish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#89: Xenophobia which Anastasia Karakitsou wrote for publication in English in 2017, and which Daniel Mateo Ordóñez has now translated into Spanish.

KC89 Xenophobia_Spanish

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.

Karakitsou, A. (2020). Xenofobia (Trans. D. M. Ordóñez). Key Concepts in Intercultural Dialogue, 89. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2020/10/kc89-xenophobia_spanish.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.

Europa-Universität Flensburg Postdoc (Germany)

PostdocsResearch Associate (PostDoc), Europa-Universität Flensburg, Flensburg, Germany. Deadline: 30 November 2020.

As this job announcement is open to candidates from all disciplines, the position’s institutional affiliation within EUF is currently undefined. The employment start date of 1 March 2021 may be modified if the selected candidate is contractually bound to a specific position.

Within the scope of the advertised position, the selected candidate should develop and submit to the German Research Foundation (DFG, Deutsche Forschungsgemeinschaft), for example within the funding lines of the DFG’s Individual Research Grants program, Emmy Noether Program, a funding application for her/his own position and hence for the continuation of her/his research at Europa-Universität Flensburg. Through this start-up funding, EUF aims to promote and support early-stage researchers by giving them access to special qualification and employment opportunities.

This year’s call for proposals targets early-stage scholars with experience in a discipline represented by Europa-Universität Flensburg. The planned research project can be based outside of the university’s existing research centers, or can be connected to these. It is expected to be an innovative project that ties in with the academic profile of the corresponding discipline.

U Portland: Prof for Development of Ethnic Studies (USA)

“JobAssociate Professor/Professor for Development of Ethnic Studies (Tenure-Track), College of Arts & Sciences, University of Portland, Portland, OR. Deadline: November 15, 2020.

The College of Arts & Sciences (CAS) at University of Portland invites applications for a full-time, tenure-track associate or professor rank faculty position in ethnic studies, beginning in fall 2021 (pending final budget approval). The successful candidate will lead the college’s formation and establishment of a new ethnic studies undergraduate major and minor that work across disciplines. The ethnic studies program will support the university’s mission of embedding diverse perspectives, especially of underrepresented populations, in the curriculum. Candidates should have experience in interdisciplinary and intersectional methods as they relate to ethnic studies. Expertise in an area(s) such as African American, Asian American, Latinx, Native American, Pacific Islander American Studies is especially welcome. The successful candidate should have higher-education experience commensurate with the rank of at least associate professor and also organizational or administrative experience that gives them the necessary expertise to initiate and oversee the new program.

Virtual Marathon for Dialogue

Resources in ICD“ width=Virtual Marathon for Dialogue, Anna Lindh Foundation, Alexandria, Egypt (online resource).

The Anna Lindh Foundation Virtual Marathon for Dialogue consists in a series of cultural activities, weekly webinars on main issues for the promotion of EuroMed cultural cooperation, virtual trainings, seminars, exhibitions, debates led by the ALF Networks and partners, and building on all the work the ALF had done in preparation of MedForum 2020.

The main components include:

  • A regional launch event on 30 September 2020, in partnership with IEMED as the Head of the Anna Lindh Foundation Spanish National Network
  • The organization of a series of activities planned within the different programmes of the Foundation between September and December 2020 that will be the occasion to initiate the debate on the state and the future of EuroMed cooperation
  • The presentation of the ALF civil society contribution during the UFM regional Forum between 25 and 27 November in close coordination with the Secretariat of the Union for the Mediterranean
  • The launch of a social media campaign running through 2021 to broadly spread the messaging of the initiative and engaging a large audience and social media influences with a specific focus on youth
  • A traditional media campaign and coverage of the Virtual Marathon for Dialogue activities at the EuroMed level
  • A programme of virtual activities as mentioned earlier including regional conferences, workshops, exhibitions, trainings and debates in the first semester of 2021 to be organised in coordination with the ALF Heads of Network and network members as well as some of the ALF partners
  • And final regional outcomes activity in Croatia in 2021 where they had planned to implement MEDForum 2020

Inclusive Teaching Practices Toolkit

Intercultural PedagogyInclusive Teaching Practices Toolkit, Association of College and University Educators.

The Association of College and University Educators (ACUE) has just produced an “Inclusive Teaching Practices Toolkit” intended to help faculty copy with diverse classrooms. The guidelines are valuable in face-to-face courses, but are specifically intended for today, when so many faculty are suddenly required to teach online, without adequate guidelines. The toolkit is available free of charge on their website (follow the link above).

By implementing inclusive teaching practices, faculty create learning environments where all students feel they belong and have the opportunity to achieve at high levels.

The 10 practices included are:

  • Ensure your course reflects a diverse society and world.
  • Ensure course media are accessible.
  • Ensure your syllabus sets the tone for diversity and inclusion.\
  • Use inclusive language.
  • Share your gender pronouns.
  • Learn and use students’ preferred names.
  • Engage students in a small-group introductions activity.
  • Use an interest survey to connect with students.
  • Offer inclusive office hours.
  • Set expectations for valuing diverse viewpoints.

The Inclusive Teaching Practices Toolkit was developed by ACUE in collaboration with Dr. Marlo Goldstein Hode, Senior Manager, Strategic Diversity Initiatives, Office of Diversity, Equity and Inclusion, University of Missouri-St. Louis.

Research Center for Japanese Studies: Visiting Researchers

Fellowships Visiting Research Scholars, International Research Center for Japanese Studies, Kyoto, Japan, for 2022-23. Deadline: October 31, 2020.

The International Research Center for Japanese Studies seeks to promote comprehensive, international, and interdisciplinary research on Japanese culture, and to foster cooperation among researchers in Japanese studies worldwide. In order to broaden and deepen research on Japanese culture and bring together researchers in a variety of specialized fields, the Center regularly appoints a number of scholars from around the world as Visiting Research Scholars. The Center invites applications from scholars who wish to conduct research while in residence. Visiting Research Scholars are expected to engage in collaborative activity with the Center’s permanent faculty by, for example, participating in at least one of the team research projects.

CFP Are We Making a Difference? Peacebuilding Effectiveness

“PublicationCall for Chapters: Are We Making a Difference? Global and Local Efforts to Assess Peacebuilding Effectiveness, to be edited by Stacey L. Connaughton (Purdue) and Jasmine R. Linabary (Emporia State). Deadline for abstract only: November 1, 2020.

Assessing Peace CFP

Chapter abstracts invited for a forthcoming edited book project on assessment and peacebuilding. The book is entitled “Are we making a difference?: Global and local efforts to assess peacebuilding effectiveness” and will be published by Rowman & Littlefield. Peacebuilding practitioners at local, national, and international levels and educators are the primary audiences for the book.

This edited volume seeks to highlight data-driven/evidence-based efforts to assess the effectiveness of peacebuilding efforts worldwide and to be inclusive of voices worldwide and of diverse methods for assessing effectiveness (e.g., qualitative, quantitative, participatory). The book will also serve as a platform to share case studies of, critical reflections on, and practical tools for assessment. We encourage chapters written by peacebuilding practitioners and/or academics from a variety of fields. We are particularly interested in chapters written by or co-authored with local peacebuilders.

Moral Foundations, Moral Conflict & Moral Injury Webinar

EventsMoral Foundations, Moral Conflict and Moral Injury: A Communication Perspective, CMM Institute, Webinar, November 4, 2020, 12 to 1:30pm EST.

As a follow-on to the 2020 CMM Institute Virtual Learning Exchange, participants are pleased to present a special topic webinar on the ways that CMM concepts and heuristics can help to better understand the conflict among competing and conflicting moral frameworks, and potential impact on social justice, mental health, and the enactment of democracy in our social systems and institutions.

The format organizers envision is to provide several short introductory presentations covering various forms of moral conflict. These may include: moral foundations theory; moral conflict and conflict resolution; metaphors of war and combat in new media (and alternative metaphors to these, such as jazz improvisation); and impact of “moral injuries” of military and veterans caused by failures to prevent harm and episodes of perceived betrayal. This will be followed by a guided open discussion of ways that CMM theory and heuristics may be applied to identify, analyze, and possible re-imagine these and similar conflicts of meaning.

Email your RSVP to Barton Buechner, and you will receive information about how to register via Zoom.

CFP LSI Approaches to Racial Justice

Conferences

Call for proposals: Innovations in LSI Approaches to Racial Justice in Research and Pedagogy, Language and Social Interaction Division, International Communication Association, Denver, CO, May 27-31, 2021 (hybrid format). Deadline: October 14, 2020.

The current social and political climate – involving anti-black racism and anti-racist movements – has highlighted enduring racial inequality in the United States and internationally. These current events have prompted widespread interest among academics about ways that racism, whiteness, and structural inequality are pervasive in our own fields. Language in Social Interaction, like most academic fields, includes scholars who focus on questions of racial justice in their research and pedagogy. In this panel, organizers invite these LSI scholars to give short presentations (5 minutes or less) on innovative, effective methods for engaging with racial justice from an LSI perspective. Presentations should provide audience members with ideas or practical tools for how to engage with questions of racial justice in research and pedagogy. Submissions could address, but are not limited to:

  • Innovative undergraduate or graduate pedagogy activities
  • Innovative approaches to data sessions
  • Innovations in analytic methods to reveal racial inequality, highlight minority or marginalized voices, or decenter whiteness
  • Using LSI approaches and methods in innovative ways to create social change
  • Reflections on ways that whiteness pervades the LSI academic community & innovative ideas for the future of the field

Organizers encourage participation of ethnically and nationally diverse scholars, of graduate students and faculty, and of scholars from a variety of LSI sub-areas. The goal is to produce a collaborative, useful session for all those involved. Please email abstracts of 150-300 words to Natasha Shrikant by October 15, 2020. Abstracts should include details of your presentation and clearly connect to
LSI research or pedagogy.

U Toronto: Mediated Communication (Canada)

“JobAssociate Professor of Mediated Communication, Institute of Communication, Culture, Information & Technology, University of Toronto Mississauga, Mississauga, Ontario, Canada. Deadline: October 20, 2020.

The Institute of Communication, Culture, Information and Technology (ICCIT) at the University of Toronto Mississauga invites applications for a full-time tenure stream appointment in the area of Mediated Communication at the rank of Associate Professor. The position start date is July 1, 2021, or shortly thereafter. Candidates must have a PhD in communication, sociology, computational social science, network science, information science, or a related area. Candidates must have a demonstrated exceptional record of excellence in research and teaching. They must demonstrate an excellent research program emphasizing the application of quantitative methods, big data analytics, network analysis, or mixed methods with a strong quantitative component, to study the role of technologically mediated communication in society. ICCIT seeks candidates whose research and teaching interests complement and strengthen existing strengths. Candidates will have an established international reputation and will be expected to sustain and lead innovative and independent research at the highest international level and to maintain an outstanding, competitive, and externally funded research program.