Month: January 2023

Anssi Roiha Profile

Profiles

Anssi Roiha works as a university lecturer in foreign language didactics at the Department of Teacher Education at the University of Turku, Finland. He teaches subject-specific didactics to pre-service language teachers, including the topic of critical intercultural education in language teaching.

Anssi RoihaRoiha obtained his PhD (University of Jyväskylä, Finland) in 2020. His doctoral research examined the long-term effects of Content and Language Integrated Learning (CLIL) on former students’ lives. One of his PhD articles, co-written with Mélodine Sommier, was about the participants’ foreign language and intercultural attitudes and was published in Language and Intercultural Communication.

Intercultural education is among Roiha’s research interests; he has published articles and book chapters on the topic. Recently, he has co-edited a special issue in the Journal of Praxis in Higher Education and a book with Routledge on critical intercultural education with Mélodine Sommier and Malgorzata Lahti. Roiha’s other research interests include bilingual education and differentiation and he has also published widely on those topics.

Roiha is currently a member of the European Center For Modern Languages of the Council of Europe project CLIL LOTE and a co-coordinator of the portfolio group. The project sees CLIL as part of intercultural education and as a vehicle for promoting pluralistic approaches to language learning.

Selected publications:

Sommier, M., Roiha, A., & Lahti, M. (Eds.) (2023). Interculturality in higher education: Putting critical approaches into practice. London: Routledge.

Sommier, M., Lahti, M., & Roiha, A. (Eds.). (2021). From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice (Special Issue). Journal of Praxis in Higher Education, 3(2).

Roiha, A., & Sommier, M. (2021). Exploring teachers’ perceptions and practices of intercultural education in an international school. Intercultural Education, 32(4), 446–463.

Roiha, A., & Sommier, M. (2018). Viewing CLIL through the eyes of former pupils: Insights into foreign language and intercultural attitudes. Language and Intercultural Communication, 18(6), 631–647.

Sommier, M., & Roiha, A. (2018). Dealing with culture in schools: A small-step approach towards anti-racism in Finland. In A. A. Alemanji (Ed.), Antiracism education in and out of schools (pp. 103–124). Cham, Switzerland: Palgrave Macmillan.

Work for CID:
Anssi Roiha is the co-author of a Guest Post on Implementing Critical Approaches to Interculturality in Higher Education .

Queen Mary U: Partnerships Manager – Latin America Initiatives (UK)

“Job

Partnerships Manager – Latin America Initiatives, Queen Mary University, London, UK. Deadline: 30 January 2023.

Queen Mary University of London is seeking a committed and professional individual with a strong track record delivering complex projects and programmes, to support the development of Queen Mary’s activities in Latin America. This exciting new opportunity will allow the postholder to play a critical role in a key area of expansion for Queen Mary. The Partnership Manager will be responsible for building activity through initiating and managing the full range of collaborative activities including – in the first instance – organising international committees, coordinating high-level visits, and ensuring that appropriate resources and processes are in place to facilitate the smooth-running of existing and new relationships in Latin America.

A collaborative and collegiate approach is essential to the success of the role, with the postholder expected to be comfortable working with a diverse array of internal and external stakeholders, managing a busy workload, and complex network of stakeholders. Experience managing international partnerships within a Higher Education setting is an advantage but not a pre-requisite for success in the role.

Carleton College: Director of Language Center (USA)

“Job

Director of the Language Center, Office of the Provost, Carleton College, Northfield, NM, USA. Deadline: Review begins 1 February 2023.

The Language Center is a community of learners and teachers in a technology-rich space for languages at the College. The Director is charged with fostering and enriching this learning community of students and faculty, and providing administrative oversight and management of the Language Center to ensure its vibrant and effective functioning with exceptional service to those who use it. The Director develops and extends the College’s capabilities for teaching and learning with digital media and educational technologies to enhance language learning and teaching and encourages innovative use of learning and teaching technologies.

This is a .75 FTE fully benefit eligible exempt position; working 33 hours per week over 11 months (annually August through June). Position Grade: 13.

SUSS: Global Programs (Singapore)

“Job

2 positions in Office of Global Programmes, College of Interdisciplinary & Experiential Learning, Singapore University of Social Sciences, Singapore. Deadline: 26 January 2023.

  1. Executive of the Office of Global Programmes
  2. Specialist, Office of Global Programmes

The Office of Global Programmes aims to nurture and equip students with competencies to thrive in a globalised world. Besides effective cross-cultural communication skills, they also prioritise imbuing students with empathy, problem-solving skills, innovation and a balanced understanding of pressing global concerns such as sustainable development. They do this through a range of Global Learning programmes for SUSS students and youths in the region.

Eisenhower Fellowships (USA & International)

FellowshipsEisenhower Fellowships (both for USA and international), Philadelphia, PA, USA,  Deadline: varies by program.

Eisenhower Fellowships identifies, empowers and connects innovative leaders through a transformative fellowship experience and lifelong engagement in a global network of dynamic change agents committed to creating a world more peaceful, prosperous and just.

There are 3 different programs:

International Programs: Annually, between 40 and 50 mid-career leaders from all fields around the world are selected as International Eisenhower Fellows to travel to the United States for an intensive four-to-six-week fellowship. EF empowers these trailblazers, typically ages between 32 and 45, to tackle bigger challenges as they better the world and their own societies.

USA Programs: The USA Program sends 10-12 outstanding mid-career American leaders abroad each year for a similar program of meetings with leaders and experts in their respective fields in a relevant region of the world. These ascendant American leaders from all fields travel to one or two nations for four- or five-week programs with both in-person and virtual components. Fellows will develop a project, foster professional relationships and launch dynamic, concrete collaborations with their international counterparts, their cohort and the prestigious EF network of more than 1,600 active Fellows on six continents.

Global Scholars: The Eisenhower Global Scholars Program sends four American university graduates abroad annually for an academic year of postgraduate studies at two prestigious European universities, the University of Oxford, UK, and IE University in Madrid, Spain, leading to a master’s degree and immersion in the EF global network of Fellows.

 

 

CFP South Asia Communication 2023 (Canada)

ConferencesCall for Papers: South Asia Communication Association: Reclaiming Authenticity in Communication: Media Research on South Asia & Its Diaspora Worldwide,  Toronto, Canada, 25-29 May 2023. Deadline: 31 January 2023.

Organizers invite you to present your research at the 2023 South Asia Communication Association (SACA)’s refereed-research session at the 73rd annual conference of the International Communication Association (ICA), in the Sheraton Centre Toronto Hotel, Toronto, Canada, from 25-29 May 2023. In their commitment to the 2023 ICA conference theme “Reclaiming Authenticity in Communication,” SACA will host one interactive research session.

Since SACA is an organizational member of ICA, this session will be featured in the official program of the ICA annual conference. ICA 2023 promises to be an innovative, interactive, and engaging conference.

Swansea U PHD Studentship: Digital Restorative Approaches in Wales (UK)

“Studentships“Empirical Studies in Law: ESRC Wales Doctoral Training Partnership – Collaborative Studentship: Digital Restorative Approaches in Wales, Swansea University, Wales, UK. Deadline: 3 Febuary 2023.

Today’s perpetual crisis (BLM, Brexit, Covid19, inflation…) brings injustices and the need for dialogue into focus. Restorative approaches (RA) enable individuals and communities to develop the skills to pre-empt and respond to conflict and harm, while acknowledging trauma (1,2). In Wales, RA are used to build resilience and repair relationships in schools, families and housing contexts. Within the criminal justice system, victims are entitled to Restorative Justice, a type of RA, as an alternative and/or alongside the traditional justice process. It plays a role in rehabilitation, reducing re-offending and is central to youth justice. However, RA necessitate reflection and dialogue which, in a digital society, presents challenges and opportunities. The aims of this research are to explore how digital restorative practices (DRA) are evolving and how co-production and trauma-informed approaches can shape DRA.

The use of digital technology in restorative contexts (referred to as DRA) expanded during the COVID19 pandemic e.g., to facilitate mediation, virtual circles, specialist support and training (3–5). Indeed, technology has the potential to improve the sustainability and accessibility of interventions, help evidence ‘what works’, improve awareness of services and address misconceptions of RA (6–8). Beyond the traditional intervention model, technology could empower restorative communities to self-direct. Nonetheless, there are significant challenges associated with the integration of digital tools, including concerns regarding their misuse, digital exclusion, confidentiality, data security and building trust (9). Additionally, restorative practices should create opportunities for participants to connect and collaboratively re-construct their shared lived experience. Whether and how this can be achieved in a world dominated by instant and digitally mediated interaction, including online harms, needs investigation.

Using a mixed-methods socio-legal approach, this proposal sets out to meet three objectives [1] explore stakeholder experiences of the use of digital technology for the delivery of RA in England and Wales, [2] explore how co-production and trauma-informed approaches can shape DRA, plus [3] identify best practice and propose a model to aid practitioners in determining whether and how technology should be used. A baseline survey of practitioners is suggested, followed by focus groups with practitioners and community participants, to explore how and whether digital technology is used and experienced, vis-à-vis restorative principles and participants rights. Community participants may include adults engaged in Restorative Justice programmes, as well as young people taking part in school-based restorative initiatives. These methods may be complemented by an evaluation of the impact of specific technology use-cases, through a case-study approach.

CFP Book: Re-imagined and Re-born (Canada)

ConferencesCall for Papers: Book: Re-imagined and Re-born, The Bibliographic Society of Canada, 29 -30 May 2023, York University, York, Canada. Deadline: 31 January 2023.

On 29 -30 May 2023, Canada’s bibliographical and book studies community will gather for the Annual Conference of the Bibliographical Society of Canada at the Congress of the Humanities and Social Sciences for the first in-person conference since 2019. The third decade of the twenty-first century has ushered in unprecedented and challenging events. The Truth and Reconciliation Commission and the Black Lives Matters movement, alongside escalating climate emergencies, have brought home the urgent need for collective action in support of racial and climate justice. Against this backdrop, the conference theme invites you to explore and reflect critically on the past, present, and future of the book.

Organizers invite submissions that pertain, but are not limited, to:

  • Revisions in bibliography and book history as reflections of decoloniality, anti-racism, and social justice
  • Traditions, innovations, and responses to societal challenges in the practice of bibliography, book history, and special collections curation
  • Books and print media as vehicles for inclusion, participation, and belonging
  • Material and digital cultures of the book in relation to climate change, sustainability, and post-industrial technology-driven society
  • Book creation, production, consumption, and collecting in personal, social, and institutional contexts
  • Human interactions with books and print media and their diversity
  • Partnering and collaboration beyond the book: galleries, libraries, archives and museums in partnership with custodians of aural, visual and other forms of knowledge

Key Concept 107: Interculturality

Key Concepts in ICDThe next issue of Key Concepts in intercultural Dialogue is now available. This is KC107: Interculturality by Mélodine Sommier & Malgorzata Lahti. As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists organized chronologically by publication date and number, alphabetically by concept in English, 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.

KC107 InterculturalitySommier, M., & Lahti, M. (2023). Interculturality. Key Concepts in Intercultural Dialogue, 107. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2022/01/kc107-interculturality.pdf

The Center for Intercultural Dialogue publishes a series of short briefs describing Key Concepts in Intercultural Dialogue. Different people, working in different countries and disciplines, use different vocabulary to describe their interests, yet these terms overlap. Our goal is to provide some of the assumptions and history attached to each concept for those unfamiliar with it. As there are other concepts you would like to see included, send an email. If there are concepts you would like to prepare, provide a brief explanation of why you think the concept is central to the study of intercultural dialogue, and why you are the obvious person to write up that concept.

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

U College London: Research Fellow, Collective Violence, Holocaust & Genocide Studies (UK)

“JobPostdoctoral Research Fellow, Collective Violence, Holocaust & Genocide Studies, University College London, London, UK. Deadline: 30 January 2023.

The Post-doctoral Research Fellow will develop and conduct research within the context of a collaborative research project on ‘Good Citizens, Terrible Times: Community, Courage and Compliance in and beyond the Holocaust’, funded by the AHRC and the DFG. The post is funded for 27 months. The Research Fellow will develop and carry out a discrete research project that will form part of and make a significant contribution to a wider, collaborative research project on conceptions and practices of citizenship and community in different areas of Europe during the Holocaust, as these variously affected compliance with state or occupation policies, or inspired sympathy with those who were persecuted.