Author: Center for Intercultural Dialogue

Wendy Leeds-Hurwitz, the Director of the Center for Intercultural Dialogue, manages this website.

Yuba Community College: Ethnic Studies Instructor (USA)

“JobEthnic Studies Instructor, Yuba Community College, Marysville, CA, USA. Deadline: 5 March 2026.

Yuba College seeks a strong, well-rounded, equity-minded Ethnic Studies educator. The ideal candidate will have demonstrated experience or potential to be an excellent instructor at a community college, and can provide leadership or contribute positively in areas such as: development of the Ethnic Studies program and curriculum; keeping course offerings up-to date and relevant; staying abreast of and communicating the current tr ends in Ethnic Studies education; and collaborating with area high schools.

As a full-time faculty member, this individual will be expected to organize and teach Ethnic Studies courses, including but not limited to: Introduction to Ethnic Studies; History of Race and Ethnicity; and other courses in their area of specialization. The successful candidate will be expected to organize and teach a diverse curriculum and engage in culturally responsive and accessible pedagogy. They will provide instruction in accordance with course descriptions, outlines, class schedules, and Governing Board policies; evaluate progress of students concerning educational matters; develop and assess student learning outcomes; and perform other instructional-related duties as assigned.

Reinterpreting Intercultural Dialogue for Sustainability in the Anthropocene Era

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Skrefsrud, T. A. (2025). Reinterpreting intercultural dialogue for sustainability in the Anthropocene era. Visions for Sustainability, 23, 277-291.

“This article explores the concept of intercultural dialogue in an era shaped by significant human impact on the planet, commonly framed as the ‘Anthropocene’. Addressing concerns that intercultural dialogue may be limited to human-centered interactions, the article argues that the Anthropocene narrative offers a critical and imaginative reassessment of intercultural dialogue, extending its scope beyond traditional anthropocentric perspectives. Furthermore, the article suggests that critically rethinking intercultural dialogue within the context of the Anthropocene can, in turn, lead to a more nuanced understanding of the Anthropocene narrative itself. Central to this argument is the need for a critical analysis within the Anthropocene discourse, highlighting how a small group of nations disproportionately contributes to climate change while the world’s most vulnerable communities bear the consequences. By situating intercultural dialogue within an ecological context, the article underscores its potential to challenge dominant narratives, amplify marginalized voices, and thus foster more just and sustainable ways of coexisting. Ultimately, the article calls for a deeper recognition of the interconnectedness of human and non-human life, ensuring that environmental awareness becomes a central component of intercultural communication and collaboration.”

Designing Community Engagement and Public Dialogue Using CMM (USA)

EventsDesigning Community Engagement and Public Dialogue Using CMM, CMM Institute, USA, 25 March 2026, webinar.

Join the CMM Institute for Personal and Social Evolution as they welcome Public Dialogue Consortium President and Senior Consultant, Shawn Spano, for a webinar titled, Designing Community Engagement and Public Dialogue Using CMM, on Wednesday, March 25, 2026, at 11:30 am Eastern US Time (UTC-5). In this 90-minute webinar, Shawn will share insights and provide practical tools that have emerged from his years of experience consulting with community and government agencies and facilitating public dialogue using the Coordinated Management of Meaning (CMM) as the applied theoretical framework.

In the context of this important and urgent work of facilitating public dialogue, CMM prompts us to look at communities as complex webs of interconnected conversations involving residents, elected officials, and administrative staff. Bringing these diverse community members together to address issues of common concern (i.e. community engagement) requires careful attention and practical skills in developing processes that enable community members to express their views while simultaneously being open to hear the views of others (i.e. public dialogue).

Consider the following questions:

What do community engagement practitioners need to know and do to facilitate public dialogue?

How does this form of communication help community members develop a deeper understanding of the issues that divide them?

What are the practical tools that can enable community members to bridge their differences?

How does the current climate of polarized politics and adversarial confrontation impede public dialogue?

How can it open possibilities to build relationships and strengthen communities?

Shawn will address these questions by traversing across both theory and practice, offering a bridge between the two. He will demonstrate how community engagement practitioners can integrate CMM concepts into applied activities to improve patterns of communication in local communities. We seem to be at a crossroads in how people engage with each other in community contexts. We can continue to splinter and wall ourselves off from each other, or we can find a better way. This webinar will help chart the path to a better way.

Aga Khan Foundation: International Scholarships (Switzerland)

Grants

International scholarships (post-graduate education), Aga Khan Foundation, Switzerland. Deadline: none.

The Aga Khan Foundation’s International Scholarship Programme (AKF ISP) is an opportunity for outstanding scholars from selected countries, who have no other means of financing their studies, to pursue postgraduate education. Established in 1969 by His Late Highness Aga Khan IV, the AKF ISP has supported more than 1,500 students to date.

Award recipients are selected through a global, annual, and competitive application process. The AKF ISP offers a limited number of new awards in each cycle. The 2026-2027 award cycle is now open.

The AKF ISP is available in Afghanistan, Bangladesh, Egypt, India, Kenya, the Kyrgyz Republic, Madagascar, Mozambique, Pakistan, Syria, Tajikistan, Tanzania and Uganda. In countries, such as Canada, Portugal and the USA, applications are accepted from those who are originally from one of the countries listed above. At this time, the AKF ISP is not available to students who wish to study in the United Kingdom or Russia.

To be eligible for an AKF ISP award, you must:

  • have excellent academic records;

  • hold a Bachelor’s degree or equivalent training / professional experience;

  • demonstrate genuine financial need;

  • demonstrate a thoughtful, reliable, multi-source funding plan that covers all years of study;

  • be admitted to a reputable postgraduate institution;

  • be starting the first year of the programme; and

  • have strong leadership potential, professional experience, extracurricular and/or entrepreneurial achievements, and volunteer contributions.

Note: preference is given to young professionals under 30 years of age.

 

ACLS: Leading Edge Fellowships 2026-27 (USA)

FellowshipsLeading Edge Fellowships, American Council of Learned Societies (ACLS is based in New York, but the fellowships are across the USA). Deadline: 12 March 2026.

The American Council of Learned Societies is pleased to announce the eighth competition of the Leading Edge Fellowship program, which demonstrates the potential of humanistic knowledge and methods to solve problems, build organizational capacity, and advance justice and equity in society. Leading Edge Fellowships place recent humanities PhDs with nonprofit organizations advancing justice and equity in their communities. Fellows take on substantive roles that draw on the skills and capacities honed in the course of earning the humanities PhD, including advanced communication, research, project management, and creative problem solving.

The fellowships are designed to foster mutually beneficial partnerships between fellows and their hosting organizations. Each applicant may apply for up to two of the available Leading Edge Fellowship opportunities. There is a separate selection process for each fellowship opportunity

ACLS will hold two webinars for applicants to the 2026 ACLS Leading Edge Fellowship, offering real-time feedback on questions about eligibility, the online application, and the fellowship review and selection process. Please register for February 24 or March 4.

CID Poster 12: The Elephant in the Room Translated into Italian

CID PostersThis poster, designed by Linda J. de Wit, has now been translated into Italian. It demonstrates visually the common expression “the elephant in the room,” used to describe something which is obvious but not being discussed openly.

Here we present the Italian translation, CID Poster 12: L’elefante nella stanza, provided by Maria Flora Mangano, with additional graphic design work by Yan Qiu.

CID Poster 12: The elephant in the room translated into Italian

The image was originally prepared to illustrate In Dialogue: CID Occasional Papers 1: Intercultural Dialogue as the Elephant in the Room: Moving from Assumptions to Research Investigations, by Wendy Leeds-Hurwitz. The quote integrated into the poster comes from that paper, and says:

Intercultural dialogue might be called the elephant in the room, a metaphor referring to something obvious which is nonetheless ignored. Most often, practitioners and diplomats use the term intercultural dialogue, but they rarely define it, and conduct little to no research in order to discover how it works, but only hold it up as a desired end. Academics, who certainly conduct research, rarely use this term, thus have rarely studied it, although some research by other names sheds light on how it works.

Just in case anyone wants to cite this poster, the following would be the recommended format:

Center for Intercultural Dialogue. (2026). L’elefante nella stanza [M. F. Mangano, trans.]. CID Posters, 12. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2025/12/cid-poster-12-the-elephant-in-the-room-italian.png

As with other series, CID Posters are available for free on the site; just click on the thumbnail to download a printable PDF. They may be downloaded, printed, and shared as is, without changes, without cost, so long as there is acknowledgment of the source.

As with other series, if you wish to contribute an original contribution, please send an email before starting any work to receive approval, to minimize inadvertent duplication, and to learn about technical requirements. As is the case with other CID Publications, posters should be created initially in English. If you want to volunteer to translate a poster into a language in which you are fluent, send in a note before starting, to receive approval.

Wendy Leeds-Hurwitz
Director, Center for Intercultural Dialogue
intercult.dialogue AT gmail.com

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

U Leicester: Executive Director of International (UK)

“JobExecutive Director of International, University of Leicester, Leicester, UK. Deadline: 22 February 2026.

The University of Leicester is seeking an exceptional candidate for the position of Executive Director of International to lead the University’s international strategy, driving UK and global engagement, partnerships, reputation and the growth of income. This senior leadership role is responsible for shaping and delivering strategic plans that enhance the University’s international profile, increase and diversify international student recruitment, grow transnational education, and strengthen global collaborations. You will oversee key international functions and partnerships, and will represent the University externally, influencing policy and practice at national and international levels.

Exploring Otherness as an Opportunity for Intercultural Dialogue in a Colombian Public University English Program

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Montoya López, J. C. & Jiménez Arango, M. A. (2025). Exploring Otherness as an opportunity for intercultural dialogue in a Colombian public university English program. Lenguaje, 53(2), e20414682.

“Embracing intercultural dialogue through Otherness can enable higher education institutions to ethically address intercultural issues in local communities facing globalization. Strategies such as the anglicization of the curriculum rarely address interculturality as they overlook its complex and polysemic nature. To shed light on this problem, we drew on intercultural education from a decolonial perspective to study the English program of a Colombian university that promotes internationalization from a territorial perspective. The research strategies included document analysis of 15 communicative tasks, English language faculty’ narratives, and students’ artifacts. To commit to decoloniality, we intertwined these strategies through diálogo de saberes (knowledge dialogues methodology) seminars with faculty. The findings suggest that the tasks openness to diversity and inclusion might contribute to intercultural dialogue but the subtle ways in which they reproduce colonial ideologies hamper it by impeding Otherness. This finding implies the need for decolonial professional development and further research.”

NIAS Fellowships 2026-27 (Netherlands)

FellowshipsNIAS Fellowships, 2026-27, Netherlands Institute for Advanced Study, Amsterdam, Netherlands. Deadline: 16 March 2026.

NIAS has opened its fellowship calls – welcoming thinkers whose curiosity and insight transcend disciplinary boundaries. Scholars, journalists, artists and writers come together in a vibrant community where ideas breathe, collide and take shape.

NIAS has opened its fellowship calls – welcoming thinkers whose curiosity and insight transcend disciplinary boundaries. Scholars, journalists, artists and writers come together in a vibrant community where ideas breathe, collide and take shape.

In a time of complex global challenges, these fellowships are more important than ever: they create space to move beyond comfort zones, question assumptions, and pursue ideas unbound by immediate utility. At NIAS, the value of research is not measured primarily by immediate outcomes but by the questions it provokes, the perspectives it reveals, and the conversations it sparks.

The fellows include Safe Haven researchers: scholars whose work has been disrupted by war, conflict or persecution. Their presence signals a form of intellectual life that is grounded in the world, alert to its pressures, and free in its thinking.

The calls are an invitation to inhabit a space where curiosity reigns, creativity flourishes, and the boundaries of knowledge expand – one bold question at a time.

Founded in the 1970s, NIAS was the first institute for advanced study in continental Europe and the third globally, following Princeton and Stanford. At a time when academia was siloed and national in scope, NIAS brought together scholars from different disciplines and countries to rethink boundaries – a mission it continues to uphold.