Month: June 2023

Foundation for Intl Education: Asst Resident Director (Ireland)

“JobAssistant Residence Director – Dublin, Foundation for International Education (organization based in London; position in Ireland). Deadline: 18 June 2023.

The Foundation for International Education (FIE) is an international educational organisation working in partnership with universities and colleges in the US to provide immersive study abroad programs for undergraduate students in London, Dublin, Madrid, Barcelona, and Amman. FIE is seeking an enthusiastic, organised and dedicated professional to oversee FIE Dublin’s provision in a full-time, permanent position onsite in Dublin. The Assistant Resident Director serves supports the overall leadership and operation of FIE’s operation in Dublin and represents FIE to students and partners. The primary objective of this position is the successful planning, management, delivery, review and enhancement of programmes in Dublin. Whilst the role maintains a strong focus on operational management, the Assistant Director will equally be a point of contact and resource for students, colleagues, university and academic partners.

CERC: Under the Tent (Canada)

Intercultural Dialogue Pedagogy
Under the Tent. Canada Excellence Research Chair (CERC) in Migration and Integration, Toronto Metropolitan University, Toronto, Canada.

“Under the Tent is a multimedia storytelling project that explores how individuals experience a sense of belonging or not belonging under the tent of Canadian multiculturalism…The project began in the fall of 2021 with a call to graduate students from across Canada to collaborate with CERC Migration to produce a creative work that investigated multiculturalism…Through a competitive process, a select group of graduate students were invited to receive training support and mentorship to explore their personal experiences with race and diversity in the production of a creative work using a medium of their choice. They were asked to express criticisms and also new thinking on the future possibilities of multiculturalism.”

What is now available online are 17 of the stories presented as short films, sometimes supplemented by photographs and interviews, describing ways in which each of the authors falls “under the tent” of multiculturalism in Canada. These are divided into 3 acts: Act 1: Negotiating barriers, overcoming differences; Act 2: Connections to the past, the journey ahead; and Act 3: Importance of refuge, reconciliation and empowerment. This would be a useful collection to begin a class discussion, and might well serve as inspiration for a class project.

PHD Studentship: Effectiveness of Intercultural Educational Interventions (The Netherlands)

“Studentships“PhD Candidate & Lecturer: Effectiveness of intercultural educational interventions in (international) higher education, Hotel Management School Maastricht and Eramus University Rotterdam, The Netherlands. Deadline: 18 June 2023.

The PhD project is a collaboration between Zuyd University of Applied Sciences in Maastricht and Erasmus University Rotterdam. You will be employed at Zuyd as a PhD candidate / lecturer and embedded as a PhD student in the Erasmus Graduate School of Social Sciences and the Humanities.

Over the past decades, educators in higher education have been designing and analyzing a variety of educational interventions and strategies to support students’ intercultural learning. The goal of these activities is to promote intercultural competences among students, and prepare them to become professionals and citizens that can thrive in a challenging, diverse and globalized world. Some programs aim to internationalize their overall curriculum, while others set up (virtual) exchange programs with international partners, offer shorter projects or courses on intercultural learning, promote international internships, or try to internationalize their staff and students and use English as a language of instruction.

The goal of this PhD project is to conduct a structural analysis on how different educational interventions affect the long-term development of intercultural competences of students in higher education. To do so, the PhD candidate will use quantitative data from a large-scale longitudinal research project from Zuyd University’s research Center Global Minds @ Work that has been running since 2017: the Global Mind Monitor (GMM). Using the GMM dataset as a basis, the PhD project will specifically focus on the long-term development of intercultural competences in higher education, applying advanced quantitative methods such as Multilevel Modeling, Latent Growth Curve Modeling or Latent Class Analysis.

Intercultural Innovation Award Recipients 2023

Awards2023 winners of the Intercultural Innovation Hub Award, a program developed by the United Nations Alliance of Civilizations (UNAOC) and BMW Group, have now been announced.

Ten global grassroots initiatives have been named finalists of the prestigious Intercultural Innovation Hub Award during an Awards Ceremony held in Berlin on May 24, 2023. The Intercultural Innovation Hub recognizes and supports grassroots initiatives that promote intercultural dialogue and understanding, and contribute to peace, cultural diversity, and inclusive societies. The winners were:

  • Inspire (Indonesia) – Pledge United
  • Mais Diferenças (Brazil) – Literature in Multiple Accessible Formats
  • Oasis ‘Reach For Your Dreams’ (South Africa) – Community Street Football/Netball
  • Tech2Peace (Israel) – A New Reality: Israelis and Palestinians Innovating Together
  • Fundación Ixcanul (Guatemala) – Itinerant Travelling Cinema
  • Programa Adopte un Talento / PAUTA (Mexico) – Empowering Girls and Adolescent Girls from Vulnerable Groups and Communities in Mexico with Science
  • Welcoming Australia (Australia) – Welcoming Cities
  • Wasel for Awareness and Education (Jordan) – Shabbek Wa Bader
  • SWANS Initiative (Germany) – More Leylas in Leadership
  • Fundación Barranquilla+20 (Colombia) – Women for Climate Justice

KAICIID: Integration Through Dialogue

Intercultural Pedagogy

Integration through Dialogue:
A toolkit to empower people seeking refuge in Europe, E-Learning Course, KAICIID.

KAICIID’s Europe Region Programme supports people seeking refuge to improve their process of integration in their new host society. In this context, a toolkit was developed for newcomers in Europe to strengthen dialogue as a two-way process of mutual learning that takes place at all levels of society.

Based on this toolkit, this self-paced e-learning course sees dialogue as a practical tool for integration that government authorities and NGOs, including faith-based actors, can use in their daily work as an addition to existing programmes and frameworks they have established. The main objective of this e-learning course is to facilitate dialogue with people seeking refuge in Europe to better integrate them in host societies.

This course is comprised of four modules. It is self-paced so the learner can adjust to their own speed and time availability. To ensure commitment and finish the course, it is recommended to be done over a four-week period, spending 1.5-2 hours/week. Enrollment is free, and the course is offered in English. The course is asynchronous, combining self-learning with tests, assessments and online discussions, but there is no one starting point – the course begins when you enroll.

New CID Competition/Publication: Student Voices

“Student Voices

This is a reminder the Center for Intercultural Dialogue has invited students to apply for the opportunity to be published in a new publication, to be titled Student Voices.

Students (at any level, high school to doctoral students) may submit entries at any time; they will be judged four times/year. All entries submitted will be reviewed, and the best ones prepared for publication. This is not a competition with just a few winners; all entries passing review will be published. The students whose work is accepted for publication will be given profiles on the website.

The goal is to invite a wide range of students to tell the story of their own experience with intercultural dialogue, or what they have learned about intercultural dialogue, or what they want to share with others. As made clear on our website, intercultural dialogue is jointly constructed by participants, requiring cooperation to engage in new and different ways of interacting. This series is designed to publicly amplify the voices of students who have engaged in intercultural dialogues. Those dialogues do not have to have been successful; we can learn as much from things that go wrong as when things go right.

There will be several deadlines per year, to accommodate different schedules. The first deadline is August 31, 2023. Details about Student Voices can be found by reading the original post.

Creighton U: Postdoc in Diversity in Communication Studies (USA)

Postdocs
Postdoctoral Fellow – Diversity in Communication Studies, Creighton University, Omaha, NB, USA. Deadline: Review begins 7 June 2023 and continues until filled.

The Department of Communication Studies at Creighton University is seeking a teacher-scholar to serve as a Diversity in Communication Studies postdoctoral fellow to teach undergraduate courses in Communication Studies, as well as core courses for students across three undergraduate colleges. This position is a nontenure-track one-year renewable, at the college’s discretion, postdoctoral fellowship to begin in August 2023. The position carries a 2-2 teaching load and limited service obligations. A Ph.D. in Communication Studies (or a closely related field) is preferred, ABD will be considered. The ideal person for this role must demonstrate a command of the appropriate and relevant qualitative and/or quantitative methodologies, indicators of strong research potential, and a commitment to high quality teaching. A Ph.D. in Communication Studies (or a closely related field) is preferred, advanced ABD will be considered, a critical approach to interpersonal communication with a focus on race, ethnicity, intercultural interactions, and/or health is strongly preferred.

UCL: Head of Language Learning Futures (UK)

“JobHead of Language Learning Futures – Lecturer, International Centre for Intercultural Studies, Faculty of Education and Society, UCL, London UK. Deadline: 18 June 2023.

You will be working for the National Consortium for Languages Education (NCLE), funded by the Department for Education (DfE), working with a consortium of stakeholders, including the Goethe-Institut and the British Council and a national network of lead hub schools across England to increase uptake of languages qualifications in Key Stage 4 and 5 in English state-funded schools. You will work with the NCLE Director, the Director of Partnerships and Professional Development and the NCLE team to develop and deliver a national Continuing Professional Development (CPD) programme for Language Hub Lead School specialist teachers and all teachers of Languages, including support for Home, Heritage and Community Languages, across the 9 government regions in England. The CPD offer will be hybrid, involving face-to-face and virtual training, supported by digital modules that can be completed asynchronously.

You will be located in the International Centre for Intercultural Studies. The Centre promotes intellectually rigorous, practically relevant and interdisciplinary Intercultural Studies that advance understanding of the role of culture in society, education and communication and inform intercultural practices and policy. The Centre is part of the Department of Culture, Communication and Media, itself housed in IOE, UCL’s Faculty of Education and Society (formerly the Institute of Education).

NOTE: There is another position at UCL for a Lecturer in Language Teacher Education.

COE: Spaces of Inclusion (EU)

Applied ICD

Community Media Institute. (2018). Spaces of Inclusion – An explorative study on needs of refugees and migrants in the domain of media communication and on responses by community media. Council of Europe.

This report documents an effort to discover the potential of local initiatives, specifically of community media, in responding to the arrival of increasing numbers of migrants and refugees in the EU. One of the goals of the project was “to promote the media’s contribution to intercultural dialogue” (p. 8).

The main research question posed was:

What role do media in general and community media in particular play for (recently arrived) refugees and migrants in response to their particular needs and with regard to their human right to freedom of expression, which includes the right to information?

The majority of participants in the study were those with recent experiences of displacement living in Austria, coming from diverse geographical, social, and professional backgrounds, and the primary research method chosen was ethnographic interviewing. Researchers learned that establishing community media could help in multiple ways, specifically by:

  • bridging language barriers
  • providing a less constrained space for alternative narratives and self-representations as well as for socially recognised positions for refugees and migrants from where they can speak their own voice
  • giving access to knowledge, in particular for coping with the new environment
  • establishing and integrating networks, and
  • accommodating the needs of (language) learners (p. 25).

“Community media appear mostly in form of community radio. The participatory approach to content production leads to the fact that they manage to include marginalised groups and contribute to community development, social inclusion and intercultural dialogue.” (p. 46)