Constructing ICD #11: Creating Connection Through ICD Partners

Constructing ICDThe next issue of Constructing intercultural Dialogues is now available, “Creating connection through intercultural dialogue partners” by Tasha Souza. She pairs her intercultural communication students with those in ESL courses as a way to encourage “mindful dialogue across difference.”

As a reminder, the goal of this series is to provide concrete examples of how actual people have managed to organize and hold intercultural dialogues, so that others may be inspired to do the same. As with other CID series, these may be downloaded for free. Click on the thumbnail to download the PDF.

Constructing ICD 11Souza, T. (2019). Creating connection through intercultural dialogue partners. Constructing Intercultural Dialogues, 11. Retrieved from:
https://centerforinterculturaldialogue.files.wordpress.com/2019/06/constructing-icd11.pdf

If you have a case study you would like to share, send an email to the series editor, Wendy Leeds-Hurwitz.


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

U Macau: Director of Global Affairs (China)

“JobDirector of Global Affairs Office, University of Macau, Macao, China. Deadline: Open until filled, but first review will be July 12, 2019.

The Global Affairs Office (GAO) is committed to enhance the internationalization of the University. It assists the University in devising strategic development direction of global affairs and fostering the development, promotion and maintenance of the networks between UM and other international academic institutions. Besides, GAO offers advice and guidance to faculties, departments, and other internal units of the University in establishing international partnerships, students and staff exchanges, joint academic and research collaborations, and agreement signing both at the Faculty level and University level.

The successful candidate is expected to provide visionary leadership for GAO and to advise UM’s top management on global strategies and collaborative programmes and initiatives, involving universities, consulates, government agencies and other entities both at home and abroad. He/she will work closely with the University’s management team to establish and maintain close links and cooperation with partner institutions by formulating protocols, policies and procedures regarding international faculty and student exchange programmes, recruitment of international students and other international academic activities, etc., as necessary.

Georgetown U: 2 Positions, English Language Programs (USA)

“JobTwo administrative positions available within English Language Programs at Georgetown University, Washington, DC, USA. Deadline: Open until filled (posted June 7 and 11, 2019).

1. Implementation Coordinator of English Language Programs, Georgetown University, Washington, DC. Deadline: Open until filled, posted June 7, 2019.

The Implementation Coordinator is a key member of the Specialist team for the U.S. Department of State funded English Language Programs (ELP), handling all administrative responsibilities for program participants to one or more geographic region(s). S/he maintains regular communication with participants, Department of State counterparts, and U.S. Embassies abroad on program participant logistics.

2. Manager for Outreach of English Language Programs, Georgetown University, Washington, DC. Deadline: Open until filled, posted June 11, 2019.

The Manager for Outreach is a key member of the Outreach team for the English Language Programs (ELP). The primary objectives of the Outreach team are recruiting new applicants to the program, building ties with partner institutions and leaders in the TESOL field, involving current participants in Outreach projects, and providing engagement opportunities for alumni. These objectives are met using a variety of in-person and digital means, including regional and national conferences, special events, social media, the program website, an online participant community of practice, recruitment webinars, and newsletters. The primary responsibility of the Manager of Outreach is to develop strategy for and to oversee the implementation of all aspects of the Outreach program. The focus is on increasing engagement with program alumni and with TESOL leaders and institutions and on building the program’s reputation as the leading exchange program for TESOL professionals to ensure that highly qualified candidates apply every year. S/he will supervise a team of coordinators who are charged with planning and implementing the team’s work.

The English Language Programs (ELP) sends experienced U.S. TESOL professionals to educational institutions on short- and long-term assignments in all regions of the world. Short-term participants, Specialists, and long-term participants, as well as Fellows, are cultural ambassadors who promote English language learning and mutual understanding through cultural exchange. The Center for Intercultural Education and Development (CIED) at Georgetown University is the current administrator of English Language Programs.

Postdocs/PHD Scholarships: Migration & Democratic Diffusion (Spain)

Postdocs2 Postdoctoral positions in ERC funded project on Migration and Democratic Diffusion, to be based at Universitat Autònoma de Barcelona, Spain. Application deadline: 24 June 2019.

Applications invited for 2 postdoctoral positions in the context of the ERC Consolidator project Migration and Democratic Diffusion: the Impact of Migration on Democratic Practices and Processes in Countries of Origin (MIGRADEMO), led by Eva Østergaard-Nielsen in the Department of Political Science at the Universitat Autònoma de Barcelona.  Start date: 15 September 2019. Will last up to 3 years.

“Studentships“Two PhD scholarships in ERC funded project on Migration and Democratic Diffusion, to be based at Universitat Autònoma de Barcelona, Spain. Application deadline: 24 June 2019.

Applications also invited for two PhD scholarships in the context of the ERC Consolidator project Migration and Democratic Diffusion: the Impact of Migration on Democratic Practices and Processes in Countries of Origin, led by Eva Østergaard-Nielsen in the Department of Political Science at the Universitat Autònoma de Barcelona. Start date: 15 September 2019. Will last up to 3 years.

 

U Pennsylvania: Mellon Postdoc in Humanities (USA)

PostdocsAndrew W. Mellon Postdoctoral Fellowship in the Humanities, Wolf Humanities Center, University of Pennsylvania, Philadelphia, PA. Deadline: October 15, 2019.

The Wolf Humanities Center awards five (5) one-year Andrew W. Mellon Postdoctoral Fellowships each academic year to junior scholars in the humanities who are no more than five years out of their doctorate. Preference will be given to candidates not yet in tenure track positions, whose proposals are interdisciplinary, who have not previously enjoyed use of the resources of the University of Pennsylvania, and who would particularly benefit from and contribute to Penn’s intellectual life.

The programs of the Wolf Humanities Center are conceived through yearly topics that invite broad interdisciplinary collaboration. For the 2020-2021 academic year, the topic will be CHOICE.

The Fellowship carries a stipend of $57,900 plus a $3000 research fund and single-coverage health insurance (fellows are responsible for coverage for any dependents). Fellows teach one undergraduate course in addition to conducting their research.

Tasha Souza Researcher Profile

Researcher ProfilesTasha Souza is the Associate Director for the Center for Teaching and Learning and Professor of Communication at Boise State University.

Tasha Souza

Most recently, she was the Faculty Associate for Inclusive Excellence for Humboldt State University and a Fulbright scholar at the University of the West Indies in Barbados. Previously, she was the founding Faculty Development Coordinator for HSU’s Center for Excellence in Learning and Teaching (CELT) and also served as an Instructional Consultant at the Center for Instructional Development and Research (CIDR) at the University of Washington. She has published in the areas of difficult dialogues in the classroom, addressing microaggressions with microresistance, service-learning pedagogy, discussion-based teaching, multicultural education, instructional communication, and intercultural conflict. Her current research is on difficult dialogues, participation, and stereotype threat in the college classroom.

Dr. Souza teaches and consults. She has taught a variety of courses in communication, women’s studies, and business and has taught in 5 different countries. She is a consultant on communication and pedagogy broadly and has provided workshops and/or consultation services at over 20 institutions of higher education in the U.S. and abroad. She has also consulted outside of higher education with organizations such as the Yurok Tribe, Johnson Wax, Girls Inc., M & M/Mars, First 5, Clorox, Promotions Unlimited, Seattle Department of Public Health, San Jose Recreation and Leisure Department and United Indian Health Services.

Key publications:

Souza, T. J., & Barnes, E. (2019, January 30).Intercultural dialogue partners: Creating space for difference and dialogue. Faculty Focus.

Souza, T.J., & Exah, A. (2018). Preparing program directors for managing student conflict and microaggressions abroad. Diversity Abroad’s Faculty Development Short Course.

Souza, T. J. (2018, April 30). Responding to microaggressions in the classroom: Taking ACTION. Faculty Focus.

Ganote, C. M., Cheung, F., & Souza, T.J. (2016). Responding to microaggressions with microresistance: A framework for consideration. In A. T. Harrell (Ed)., POD Diversity Committee White Paper at the 41st Annual POD Conference (pp. 3-7).

Souza, T.J. (2016). Managing hot moments in the classroom: Concrete strategies for cooling down tension. In Faculty Focus special report: Diversity and inclusion in the college classroom.

Souza, T., Vizenor, N., Sherlip, D., & Raser, L. (2016). Transforming conflict in the classroom: Best practices for facilitating difficult dialogues and creating an inclusive communication climate. In P. M. Kellett & T. G. Matyok (Eds.), Transforming conflict through communication: Personal to working relationships. (pp. 373-395). Lanham, MD: Lexington Books.

Souza, T.J. (2007).  Creating social justice in the classroom:  Preparing students for diversity through service-learning. In J. Calderon (Ed.), Race, poverty, and social justice: Multidisciplinary perspectives on enduring societal issues, (pp. 187-206).  Sterling, VA:  Stylus Publishing.

Souza, T.J. (2003).  Framing equity: Approaches to diversity in the classroom. In S.E. Lucas (Ed.), Selections from the Speech Communication Teacher. Boston, MA: McGraw Hill.

Souza, T.J.  (1996).  Intercultural conflict management. Multicultural Education Journal, 4(2), 4-10.

CFP: Indigenous Theorizing

“PublicationCall for Papers: Indigenous Theorizing: Voices and Representation, PRism. Deadline: August 12, 2019.

PRism is an open access peer-reviewed public relations and communication research journal (ISSN 1448-4404).  PRism is devoted to promoting the highest standards of peer review and engages established and emerging scholars globally.

Call for Papers: Special issue: “Indigenous theorizing: Voices and representation.” In this special issue, PRism welcomes rigorous and original contributions that explore Indigenous voice as a space for theorizing communication. They welcome submissions that examine Indigenous/First Nations as participants in the generation of transformative knowledge claims. This can include but is not limited to:

– Indigenous/First Nations communication practices (including traditional forms e.g. storytelling)
– Indigenous/First Nations activism for social justice
– Indigenous/First Nations struggles for voice and sovereignty
– The role of Indigenous/First Nations media for public communication
– Indigenous/First Nations organizational communication with publics/stakeholders
– The use of social media by Indigenous/First Nations for public communication
– The presentation of images, news and/or other information by Indigenous/First Nations
– Media representation of Indigenous/First Nations in public communication

PRism welcomes original research, case studies, theoretical, conceptual and methodological papers relating to the topic, and encourages contributions from Indigenous/First Nations scholars.

KC94 Cross-Cultural Kids

Key Concepts in ICDThe next issue of Key Concepts in intercultural Dialogue is now available. This is KC#94: Cross-Cultural Kids, by Ruth E. Van Reken. Click on the thumbnail to download the PDF. Lists organized chronologically by publication date and numberalphabetically 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.

KC94 CCKsVan Reken, R. E. (2019). Cross-cultural kids. Key Concepts in Intercultural Dialogue, 94. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2019/06/kc94-ccks.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 to the series editor, Wendy Leeds-Hurwitz. 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.


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UC Berkeley: Program Coordinator of International House (USA)

“JobProgram Coordinator of International House, University of California, Berkeley, Berkeley, California, USA. Open until filled; posted June 10, 2019; first review June 22, 2019.

International House is a 501 (c) 3 non-profit, self-supporting residential and community-oriented program center located in the southeast foothills of the Berkeley Campus. Since its founding in 1930 with a gift from John D. Rockefeller, Jr., it has housed more than 90,000 residents including two Governors of California and eight Nobel Prize laureates. Its mission is to foster intercultural respect and understanding among people throughout the world across cultural, economic, and ethnic lines. I-House provides nearly 1,100 students and scholars from the United States and around the world with an opportunity to live and learn together during a typical 12 month cycle. I-House’s rich array of programs serves the residents, the campus and local community.

Search is for an energetic and creative student centered professional to support the Resident Engagement Manager in the student affairs arena who has strong and demonstrable leadership skills to join the International House community in a highly team oriented environment. Under the direction of the Resident Engagement Manager, the incumbent will co-supervise, train, and coach student staff and other resident leaders when applicable. Create, organize and maintain the student employee handbook and database with relevant policies, resources and guidelines. Support the design and co-facilitation of the Resident Leadership Retreats and other trainings as needed. Assist the Resident Engagement Manager to identify and implement opportunities for enhancing student leadership development at I-House and the integration of Center for Intercultural Leadership’s professional development and training models in cultural, social, and educational programming.

 

Cambridge U: Research Associate in Cultural Literacy (UK)

“JobResearch Associate, Faculty of Education, University of Cambridge, UK. Deadline: 1 July 2019. Fixed-term position: 1 September 2019-30 April 2021.

The Faculty of Education at the University of Cambridge wishes to appoint a part-time Research Associate (0.6 FTE) to work on a large-scale EC Horizon 2020 project with ten partners, led by Dr Fiona Maine. The project works in schools across Europe to support the development of young people’s cultural literacy, which is defined as a set of competences and dispositions moving beyond knowledge of European culture into an awareness of one’s own cultural identities and those of others. It will work with teachers from primary and secondary schools to develop a programme of cultural literacy learning, focusing on the development of dialogue and argumentation as children read and respond to visual narratives of European origin.

The successful candidate will be able to demonstrate experience of working with children and young people in schools, recording and analysing classroom discussions, particularly focusing on dialogue. In collaboration with the Project Co-ordinator, they will lead on the collection of data in schools for the Cultural Literacy Learning Programme and work with European colleagues to develop consistent coding approaches for the analysis of classroom dialogue and engage in qualitative and quantitative data analysis activities.

NOTE: There is also a related position for Research Assistant through the same project, which is full-time from September 2019 to August 2020, same deadline for applications.