Month: February 2021

U Edinburgh: IASH Fellowships on Decoloniality (UK)

“JobFellowships, Institute for Advanced Studies in the Humanities (IASH), University of Edinburgh, Edinburgh, UK. Deadline: various, mostly April 30, 2021.

IASH is pleased to announce a new three-year project examining a variety of topics centred on decoloniality. The Institute Project on Decoloniality 2021-2024 (IPD ‘24) is now open for applications. The Institute and its partners warmly encourages Fellowship applications from scholars around the world, exploring issues including but not limited to: decolonising gender and sexuality, anticolonial and decolonial theory, race and racialisation, and Scotland’s role in the British Empire. As well as in-person Fellowships, the IASH is happy to accept applications for hybrid / remote-working Fellowships for applicants who are unable to travel to Edinburgh. It is important to note that they still welcome applications on all topics and in all areas of the arts, humanities and social sciences to continue IASH’s traditional interdisciplinary work across disciplines, alongside IPD’24.

U Ghana: MIASA Fellowships (Ghana)

“JobJunior/Senior individual and tandem fellowships, Maria Sibylla Merian Institute for Advanced Studies in Africa (MIASA), University of Ghana, Accra, Ghana. Deadline: March 31, 2021.

The Maria Sibylla Merian Institute for Advanced Studies in Africa (MIASA) offers five Individual Fellowships (Junior/ Senior) for 3-5 months each, and one Tandem Fellowship (Junior/ Senior) for two fellows for 3-5 months each at the University of Ghana for the period between 15 January and 31 July 2022. Individual fellowships will allow researchers to conduct a project of their own choice. These projects can be of an opening, continuing, or closing nature. The successful applicants will become MIASA Fellows with all the corresponding rights and obligations for the agreed fellowship period. The tandem fellowship will allow the researchers who are teaming up to pursue a joint academic project, which can be of an opening, continuing, or closing nature. Two researchers – one from Africa and one from Germany – will work in a collaborative manner on a particular research topic in the Humanities and Social Sciences, addressing in one way or another MIASA’s overarching aims. Their joint application must highlight the additional academic value of their cooperation. The application should also define the objectives and anticipated outcomes of their collaboration. The successful applicants will become MIASA Fellows with all the corresponding rights and obligations for the requested funding period.

Intercultural Competencies Applied to Public Administration (Spain)

Applied ICDGuide on Intercultural competencies applied to the development of public administration projects, Intercultural Cities Programme, Spain.

Guide to intercultural competencies

In response to a grant from the Intercultural Cities Programme, several cities in Spain have successfully concluded a project on developing the intercultural skills of public administration staff as a key element for advancing further in the building of strong intercultural cities and territories. The assumption is that an intercultural competent staff at the service of the public administration will result in better municipal services, increase users’ satisfaction, and contribute to greater trust and sense of belonging.

The project responds to the existing gap in documentation by designing a practical handbook for city officials, transforming the concept of intercultural competence into practical language for local administration officers,  defining the basics of an intercultural competent public action, and training  local administration staff.

KC14: Dialogue Translated into Spanish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#14: Dialogue, which John Stewart wrote for publication in English in 2014, and which Daniel Mateo Ordóñez has now translated into 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.

KC14 Dialogue_Spanish

Stewart, J. (2021). Diálogo. (Trans. D. M. Ordóñez). Key Concepts in Intercultural Dialogue, 14. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2021/02/kc14-dialogue_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.

CFP Crossing the Urban-Rural Border: Linguistic Landscapes in Asia & Oceania

“PublicationCall for Papers: Crossing the urban-rural border: Linguistic landscapes in Asia and Oceania, Special issue of Sociolinguistic Studies. Guest editors: guest editor, Xiaofang Yao (University of Melbourne) and Samantha Zhan Xu (University of Sydney). Deadline for abstracts: May 30,2021.

The study of linguistic landscape aims to understand the use of languages and other semiotic resources in the public space. As a new toolkit for sociolinguistics, linguistic landscape studies have focused on documenting multilingualism in urban centres and globalised cities. Although superdiverse city centres offer abundant multilingual and multimodal materials for analysis, this urban-centric focus in linguistic landscape research has been increasingly problematised by emerging studies of rural and remote communities.

Editors invite contributions from scholars which broadly address the theme of crossing the urban-rural border in linguistic landscapes, and are particularly interested in original research from the Asia-Oceania context which seeks to problematise the urban and rural divide in linguistic landscape studies. Also welcomed are comparative studies which explore rural, marginal or peripheral areas vis-à-vis urban areas. Diverse and innovative approaches beyond linguistic focus are strongly encouraged, such as multimodal, multi-semiotic, ethnographic perspectives and interdisciplinary approaches.

Webinar: Interculturalism and Anti-Racism in Cities

EventsInterculturalism and anti-racism in cities, Webinar, Intercultural Cities (ICC) and Laboratory for Research on Intercultural Relations (LABRRI) at the University of Montreal, 26 February 2021, at 9 a.m. (Canada; 3 p.m. CET), online.

In cities across the world, proponents of interculturalism (an approach focused on communication and positive interactions) and anti-racism (an approach more concerned with social and racial discrimination) have been active in the fight for justice and equality. While activists in these two fields clearly have shared goals, the two approaches are sometimes at odds with each in terms of the strategies that should be used to affect change. While it is often argued that the two approaches are complementary, there is also a tendency to subordinate one approach to the other, without asking fundamental questions about which approach is best suited to address a particular set of issues at a particular moment in time.

This webinar, which is aimed at people whose work involves trying to make cities more inclusive places, will address the tensions between interculturalism and anti-racism in an attempt to find ways in which the two can better support each other’s efforts in the global fight for economic equality and social justice.

Anastasia Karakitsou Interview

“Interviews”Anastasia Karakitsou was interviewed about the concept of xenophobia, on February 1, 2021, by Rehana Paul, CID intern.

In the interview, Anastasia addresses the following topics:

  • What is Xenophobia?
  • What is the role of intercultural dialogue in combatting xenophobia?
  • How are linguistics and xenophobia related?
  • Tell us more about critically thinking about and resisting the status quo.
  • How does xenophobia have an impact on issues such as migration?

For further information, see her one-page summary:

Karakitsou, A. (2017). Xenophobia. Key Concepts in Intercultural Dialogue, 89. 

or this brief elaboration:

Karakitsou, A. (2018). Guest post: Xenophobia vs. intercultural dialogue. Center for Intercultural Dialogue.

 

OECD: Education Policy Analysts (France)

“JobEducation Policy Analysts, (several positions), Policy Advice and Implementation Division (PAI) of the Directorate of Education and Skills (EDU), of the Organization for Education, Co-operation and Development (OECD), Paris, France. Deadline: 28 February 2021.

EDU/PAI is looking for one or more Policy Analyst(s) to support its work providing education policy analysis and advice to countries both within and beyond the OECD. One of the analysts will contribute to a new project researching and analysing policies related to student transitions into, through and out of upper secondary general and vocational education. Other positions as a Policy Analyst may be available in the Division to work on other school education policy areas. Responsibilities include policy analysis and research; assisting countries with the development and implementation of education policy; organizing workshops to familiarize countries with OECD data and research; preparing reports and other publications; organizing policy dialogue and peer learning activities; effectively communicating policy findings; and contributing to EDU’s and PAI’s overall work objectives.

NOTE: There are also several positions for Junior Policy Analysts to support its education policy advice and implementation support work with countries both within and beyond OECD. One of the Policy Analysts will contribute to the OECD’s Strength through Diversity project. The project aims to provide analysis and policy advice to help governments and schools address diversity to achieve more equitable and inclusive education system. Other positions as a Junior Policy Analyst may be available in the Division to work on school education policy issues more generally, with countries both within and beyond OECD.

Duolingo Language Report 2020

Applied ICD

The 2020 Duolingo Language Report, issued December 15, 2020, includes trends, patterns, and analyses about language learning around the world.

The report includes 500 million learners in all 194 countries, and 39 different languages. It describes how interest in learning different languages has changed over time, especially in response to the global pandemic. It is a fascinating window on language learning across the globe and, of course, language learning is  important part of intercultural dialogue.

The major findings include:

KC68 Social Justice Translated into Spanish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#68: Social Justice, which Kathryn Sorrells wrote for publication in English in 2015, and which  Jhon Eduardo Mosquera Pérez has now translated into Spanish.

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.

KC68 Social Justice_SpanishSorrells, K. (2021). Justicia social. (J. E. Mosquera Pérez, Trans.). Key Concepts in Intercultural Dialogue, 68. Available from: https://centerforinterculturaldialogue.files.wordpress.com/2021/02/kc68-social-justice_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.

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