AEJMC Emerging Scholars Grants: 2023


AEJMC Emerging Scholars Program 2023 Research or Teaching Grants. Deadline: 3 October 2022.

The Association for Education in Journalism and Mass Communication (AEJMC) Emerging Scholars Program will award $3,500 research and teaching grants to up to four research or teaching proposals to encourage innovative and timely projects in journalism and mass communication.AEJMC members may submit proposals for these grants in the fall of 2022, and selections will be announced by early January 2023.

The AEJMC Emerging Scholars Program is designed to develop and nurture JMC teachers and researchers by fostering an intellectually stimulating environment. This program’s mission is to identify, encourage and recognize some of AEJMC’s most promising emerging scholars by providing funding for research or teaching projects. If requested, proposals selected for funding will be matched with a recognized scholar to serve as a mentor throughout the project. The mentor would serve as a resource and sounding board for the project. Proposals should outline an individual’s own significant research or teaching project. Proposals may also be submitted by a research team, which would share the award amount if selected.

U Amsterdam: Diaries on Self-representation, Cultural Diversity, and Migration (Netherlands)

Postdoctoral Researcher, Amsterdam Diaries: Self-representation, Cultural Diversity, and Migration,
Universiteit van Amsterdam, Netherlands. Deadline: 1 September 2022.

The Amsterdam School of Regional, Transnational and European Studies (ARTES) currently has a vacant Postdoc researcher position as part of the broader field Cultural Heritage and Identity. Within this field the focus is on material and immaterial heritage, including digital Humanities and on Cultural Heritage and societal changes. You will be part of an interdisciplinary research team that collects and analyzes diaries of ordinary people of the 19th and 20th centuries who wrote about their daily lives in Amsterdam. In the light of Amsterdam’s 750th anniversary in 2025, the team investigates what diaries can tell us about lived and narrated experiences of Amsterdam as a multicultural city.

British Values in Intercultural Education in the UK


What has come to be known as “British values” caught the attention of the participants in my recent summer study abroad program on Intercultural Perspectives on Teaching and Learning.

First published on November 27, 2014, by the UK’s Department of Education under the 2010 to 2015 Conservative and Liberal Democrat coalition government, the guidance “aims to help both independent and state-maintained schools understand their responsibilities in this area. All have a duty to ‘actively promote’ the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs” and to ensure young people leave school prepared for life in modern Britain (GOV.UK).

British values poster
A big poster display with a highlight on British values in St. Andrew’s (Barnsbury) CofE Primary School in London. (Photo credit: Casey Lum)

Indeed, a great deal of what we witnessed during our co-curricular field study visits of four state-funded primary and secondary schools in London attested to the schools’ curricular efforts for nurturing multicultural sensibilities among their students. However, the notion and the government-mandated promotion of “British values” has not gone without attracting diverging interpretations or reactions since the guidance’s initial announcement and implementation (see for example “The problem with teaching ‘British values’ in school“).

During a semi-formal interview, a high-ranking administrator at St. Andrew’s (Barnsbury) CofE [Church of England] Primary School (himself a veteran teacher) observed that many of his contemporaries were unsure what the concept really was when it was introduced; many others continue to be weary about it today. Given the country’s colonial history, for example, questions have been raised about whether these values were nationalistic in nature or not. But over the years, our host added, many educators in the UK have come to appreciate what those values entail and can do in promoting what we would call intercultural competence among the young. In fact, Mayflower Primary School in Towers Hamlets, another of the schools we visited, maintains a dedicated web page to showcase the school’s interpretation of and approach to promoting British values.

Casey Man Kong Lum, Associate Director
Center for Intercultural Dialogue

NC State U: Multiple positions (USA)


North Carolina State University is advertising two very different positions, one faculty and one administrative, Raleigh, NC, USA. Deadline: both are open until filled (both posted 1 August 2022).

1.Assistant Professor of Communication and Race

The Department of Communication seeks applicants for a tenure-track Assistant Professor position of Communication and Race beginning August 16, 2023. They welcome applications from candidates who can contribute to the Department’s curricular domains: interpersonal communication, organizational communication, rhetoric, media studies, public relations, media production, and science, health, environment, and risk communication. The successful candidate will teach COM 417, Communication and Race, and they especially welcome applicants from candidates whose teaching and research interests may include (but are not limited to) the following: black digital humanities, environmental humanities, BIPOC digital media and culture (including PR and media production), social movements and counterpublics, international/intercultural communication, and/or anti-colonial, decolonial and postcolonial theories and methods.

2. Assistant Director of Advising and DEI

This Assistant Director of Advising and DEI is an integral part of the Study Abroad Office leadership team and is vital to ensuring that study abroad is accessible and inclusive for the entire NC State student population. This role is responsible for directing student advising, supervising the advising team, leading diversity, equity, and inclusion strategic initiatives, and strategic management of exchange, direct enroll programs, and summer partner programs.

U Oxford COMPAS: Communications Manager/Officer (UK)

2 positions in Communications, Centre on Migration, Policy and Society (COMPAS), School of Anthropology & Museum Ethnography, University of Oxford, UK. Deadline extended: 19 September 2022.

  1. Communications Manager

The School of Anthropology & Museum Ethnography (SAME) and the Centre on Migration, Policy & Society (COMPAS) have an exciting new opportunity for a Communications Manager to lead on communications activities across the School and COMPAS. The Communications Manager will play a key role in developing and implementing effective communications strategies that align with priorities for both SAME and COMPAS, in conjunction with key staff members and stakeholders.

SAME is renowned for its broad and interdisciplinary approach to anthropology, its commitment to long-term ethnographic fieldwork, and its association with the Pitt Rivers Museum and the anthropology of visual and material culture. The School brings together a number of units and centres, including COMPAS. COMPAS is an external facing, international, vibrant and interdisciplinary research centre in the field of migration. Research projects and sub-units within the Centre include the Migration Observatory (MigObs) and the Global Exchange on Migration and Diversity (GEM). Research dissemination and communications have always been a key part of COMPAS research activity and the Communications Manager will be a member of COMPAS Senior Management Team.

The Communications Manager will report to the School’s Head of Administration and Finance, but will also work closely with the Head of School, and report to the COMPAS Director regarding COMPAS communications activity. The role will be supported in COMPAS by a dedicated Communications Officer and in the School by members in the administrative team trained to do digital communications (such as website and social media updates), and other communications activity (such as organising outreach events and open days). Part of the role for the School will involve bringing these activities together under a common Communications strategy and implementation plan.

2. Communications Officer

The Centre on Migration, Policy & Society (COMPAS), in the School of Anthropology & Museum Ethnography (SAME), is seeking a new Communications Officer to deal with a wide range of communications activity within COMPAS. COMPAS is an external facing, international, vibrant and interdisciplinary research centre in the field of migration. Research projects and sub-units within COMPAS include the Migration Observatory (MigObs) and the Global Exchange on Migration and Diversity (GEM).

The Communications Officer will report to the Communications Manager, but will also work closely with other members of the COMPAS team and will be expected to be a proactive member of the team.

Spencer Foundation Grants for 2023 (USA)

Research-Practice Partnerships: Collaborative Research for Educational Change Grants, Spencer Foundation, Chicago, IL, USA. Deadline:  Intent to Apply, 9 November 2022; full proposal due 7 December 2022.

The Research-Practice Partnership (RPP) Grants Program is intended to support education research projects that engage in collaborative and participatory partnerships with project budgets up to $400,000 and durations of up to three years. They accept Intent to Apply forms once a year in this program. Spencer Foundation views partnerships as an important approach to knowledge generation and the improvement of education, broadly construed. Over the long term, they anticipate that research conducted by RPPs will result in new insights into the processes, practices, and policies that improve education for learners, educators, families, communities, and institutions where learning and teaching happen (e.g., schools, universities, museums, other workplaces).

NOTE: This category of grants applications is being highlighted because in the past, they have funded grants relating to intercultural competence, diversity, and dialogue. But there are other categories as well, including Fellowships for Scholars and Journalists, and Conference Grants.

Howard U: Rangel Fellowships in Foreign Service for 2023 (USA)

FellowshipsGraduate Fellowships in Foreign Service, Charles B. Rangel International Affairs Program, U.S. Department of State, Washington, D.C., USA. Deadline: 22 September, 2022.

The Rangel Graduate Fellowship is a program that aims to attract and prepare outstanding young people for careers in the Foreign Service of the U.S. Department of State in which they can help formulate, represent, and implement U.S. foreign policy. The Rangel Program selects outstanding Rangel Fellows annually in a highly competitive nationwide process and supports them through two years of graduate study, internships, mentoring, and professional development activities. This program encourages the application of members of minority groups historically underrepresented in the Foreign Service, women, and those with financial need. Fellows who successfully complete the program and Foreign Service entry requirements will receive appointments as Foreign Service Officers, in accordance with applicable law and State Department policy, one of the most exciting and rewarding careers available.

CFP Religion in Social Media: Citizenship, Interreligious Dialogue & Hate Speech

“PublicationCall for articles: Special Issue of Religions: Religion in Social Media: Citizenship, Interreligious Dialogue, and Hate Speech.  Deadline: 28 February 2023.

Message from the Guest Editor, Dr. Amparo Huertas (Universitat Autònoma de Barcelona, Spain):

The focus of this Special Issue is how activity in social media promotes interreligious dialogue from an insight into the online behaviour of citizens, as individuals and as communities.

Nevertheless, we also know that social media does not seem a good space for negotiation. On one hand, religion (usually linked to minorities, migration, and conflict in intercultural context) is one of the topics that can result in polarisation. Additionally, on the other hand, in the area of political communications, the spread of populism (that usually includes religion) generates epistemic tensions. The path towards the digitalisation of social interaction does not necessarily have a beneficial consequence from the social point of view. In that sense, studies about hate speech related to religion are welcome.

Finally, we are interested in research from a gender perspective. Although many of the recent studies are focused on specific problems of Muslim women, the history of women and religion presents multiple issues for whose analysis the gender perspective is necessary (masculine authority or female leadership are two examples).

Taos Institute: Unfolding Dialogues (Online)

EventsTaos Institute Gathering 2022: Unfolding Dialogues: Relational Resources for Global Good, 12-18 November 2022 (USA but Online).

Join the Taos 2022 Gathering, a week-long series of global, virtual events hosted on the new Taos Institute Online Community platform! Many events will be happening in various time-zones and in many languages over these days. You can choose how you want to participate: when/which time zone, which language, and which topics and formats.

From the local to the global, how can social constructionist ideas and practices help us create and bring forward new ways of going on together?

Given the global challenges facing us all in this increasingly complex and potentially volatile world, there is a vital need for innovative ideas and practices of promise for our ways of relating. Social constructionist ideas and practices have offered new insights and inspired wide ranging practices addressing these challenges. This virtual Gathering, a kind of un-conference, will offer the opportunity to share ideas and practices that bring insights and inspiration for addressing these challenges.

Join online to share, explore, and co-create with practitioners, scholars and students from around the world in generating conversations and actions for community collaborations through local and global resources.

KC71 Safe Space Translated into Turkish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC71: Safe Space, which Elenie Opffer wrote for publication in English in 2015, and which Candost Aydın 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 conceptchronologically 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.

KC71 Safe Space_TurkishOpffer, E. (2022). Safe space [Turkish]. (C. Aydın, trans). Key Concepts in Intercultural Dialogue, 71. Retrieved from:

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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