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)

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)

Lisle International: Global Seed Grant Program 2023

GrantsGlobal Seed Grants, Lisle International, Leander, TX, USA. Deadlines: Last date to Request to apply: 1 August 2023; Completed application: 1 September 2023.

Do you have a project idea that will bring people of diverse backgrounds together for shared learning? Lisle International provides Global Seed Grants to support innovative projects which advance intercultural understanding through shared experiences, with the goal of creating a more just social order. Projects may seek to bridge a variety of community divides, including ethnic, cultural, religious, racial or gender perspectives, anywhere in the world.

Lisle International was an early pioneer in intercultural education programming, beginning with US projects in 1936 and expanding internationally in 1952. Since 2004, Lisle has focused on providing small “seed grants” to support programs fostering intercultural understanding.

Grants of $500 to $5,000 are available to innovative projects that match the mission of Lisle. Lisle awards between three and eight grants each year to projects in the Americas, Europe, Asia and Africa.

German Chancellor Fellowships 2023 (Germany)

FellowshipsGerman Chancellor Fellowships, Alexander von Humboldt Foundation, Germany. Deadline: 15 October 2023.

“We are searching the leaders of tomorrow. Are you a graduate with initial leadership experience? Do you come from Brazil, the People’s Republic of China, India, South Africa or the USA? Would you like to implement a self-chosen project that supports your career development, is societally relevant and has a lasting public impact? Are you interested in actively participating in an international network of dedicated leaders? Then come to Germany with a German Chancellor Fellowship from the Alexander von Humboldt Foundation to take the next step of your career.”

UNIC: Dignified Spaces in a Plural Europe

Intercultural Pedagogy

Dignified spaces in a plural Europe, the European University of Cities in Post-Industrial Transition (UNIC), Rotterdam, The Netherlands.

UNIC is offering a multi-campus seminar, Dignified spaces in a plural Europe: On the (in)visibility of cultural and religious communities in post-industrial cities.

“Cultural and religious communities, and particularly minorities, can only live with dignity if they have a “space.” To literally make space for people is a prerequisite for living together in our diverse urban centers. If dignity includes the possibility of self-determined action, these spaces must be designable and usable in a self-determined way.

This class focuses on politically, socially, and spatially marginalized communities in the urban centers of the UNIC universities and their access to dignified spaces. Of particular interest are cultural and religious communities that come to Europe through migration and international link- ages and that need specific places and spaces that serve as meeting places to preserve cultural and religious identity. While the traditional church buildings in the inner cities are often used less and less for religious purposes, migrant communities only find space in the periphery of the cities – in former factory halls or as ‘subtenants’ in other church buildings.”

“The UNIC University originated as an alliance between ten universities, but endeavors to be a leading international institution that celebrates its European origins, while remaining an open an inclusive environment for all types of learners.” It is co-funded by the Erasmus+ Programme of the EU. (About UNIC)  

For further information about the course, see:
Çelik Rappas, I. A., Bauer, K., Kapalo, J. A., & Radermacher, M.. (2022). Dignified spaces in European cities: A co-teaching experiment. Mediapolis: A Journal of Cities and Culture, 7(3).

HIBLend Survey on Blended Student Mobility (Finland)


HIBLend survey on Blended Student Mobility practices, Academic Cooperation Association, funded by the EU. Deadline: 7 July 2023.

CID followers are asked to complete this survey if they have relevant experience.

“This questionnaire has been prepared in the framework of the HIBLend project “Fostering high-quality blended student mobility in higher education” funded under the Erasmus+ programme. HIBLend aims to build the capacity of higher education institutions to design and deliver quality blended mobility opportunities for students through the exchange of good practice and peer learning. The project is coordinated by the Academic Cooperation Association and implemented in close collaboration with the European University Foundation, the Accreditation Organisation of the Netherlands and Flanders, Masaryk University and Tampere University of Applied Sciences.

The aim of this survey is to map different approaches to blended student mobility in the post-Covid context. For the purpose of this questionnaire, blended mobility is understood as an international learning activity consisting of a physical mobility experience and a complementary virtual learning component delivered prior, during or after the physical mobility stage.

Common examples of blended student mobility include Blended Intensive Programmes (BIPs) for students funded under the Erasmus+ programme or other types of blended short-term study mobility activities funded at the EU, national or institutional level (e.g., summer schools).

This survey targets any administrative or academic staff actively involved in the design or delivery of blended mobility activities at the central or faculty/department level (e.g., International Mobility Coordinators, study programme coordinators, teachers/professors, e-learning consultants, methodological advisors, quality assurance officers, IRO, IT officers).

The questionnaire consists of four major parts encompassing: (a) background information on the respondents, (b) motivation for the set-up of a blended mobility activity, (c) delivery mode, and (d) challenges to implementation and impact. The questionnaire is in English language, please provide all of your answers in English language only. It takes ca. 20 minutes to complete this questionnaire.”

U Southampton: Applied Linguistics (UK)

“JobLecturer in Applied Linguistics, Department of Languages, Cultures and Linguistics, University of Southampton, UK. Deadline: 13 June 2023.

The Department of Languages, Cultures and Linguistics at the University of Southampton invites applications to a Lectureship in Applied Linguistics with an expertise in digital communication available from 1st September 2023 on a permanent basis. They are seeking to complement the department with a new appointment to enhance their research and teaching profile in the area of digital communication or adjacent specialisms such as discourse studies, linguistic ethnography, linguistic anthropology or sociolinguistics specialising on communication and discourse in digital media.

You will join the vibrant and diverse Department of Languages, Cultures and Linguistics that has recently launched the unique interdisciplinary BA Language Culture and Communication, combining the study of languages with ethnography, cultural studies, sociolinguistics, as well as digital and non-digital communication. The program is based within the School of Humanities, which has recently invested in Digital Humanities to grow expertise and infrastructure in digital humanities approaches across humanities disciplines.

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