Center for Intercultural Dialogue

Mohammed Guamguami Profile

Mohammed Guamguami is Associate Professor of English at Mohammed Premier University, Oujda, Morocco. He is also a current part-time teacher at ALC, American Language Center, Oujda.

Mohammed Guamguami

Prior to this, he was a full-time trainer at the CRMEF, teacher training center, Oujda. His doctorate is in Languages, Cultures and Communication (2015). His specializations are: English Language Teaching, Cross-Cultural Communication and Discourse Studies.

Mohammed has been a visiting scholar at several international universities: AUT, Beirut, Lebanon; DePaul University, Chicago, IL; State University of New York, NY; and IUPUI, Indianapolis, IN.

His major publications include:

Guamgaumi, M., et al. (In press). Rethinking knowledge, inquiry and learning in the big data age: Perspectives across disciplines.

Guamgaumi, M., Zeriouh, M. & Boujemâa, E. (Eds.). (2018). Culture, society and education: An interdisciplinary reader. London, UK: Dar El Maha.

Guamgaumi, M., Zeriouh, M., & Tizaoui, H. (Eds.). (2017). English for Specific Purposes: A reader. Egypt: Dar El Maha.

Guamgaumi, M., & Zeriouh, M. (2017). Moroccan cultural identity: Difference and belonging at a post-modern age. Egypt: Dar El Maha.

Guamgaumi, M. (2016). English hegemony on ICTs: Local linguistic, cultural and educational divide. Germany: Lambert.

Guamgaumi, M. (2015). Cross-cultural communication in foreign language discourse: Towards a pedagogy of culture teaching/learning in Moroccan EFL context. Germany: Lambert.

Work for CID:

Mohammed Guamguami wrote KC99: Translanguaging.

Durham U: International & Comparative Education (UK)

Assistant Professor in International & Comparative Education, School of Education, Durham University, Durham, UK. Deadline: 12 February 2021.

The School of Education at Durham University seeks to appoint a talented individual to the role of Assistant Professor in International and Comparative Education. Most welcome are applications from those with research and teaching interests that are aligned with the International and Comparative Education research cluster within the School.

Research in this cluster draws together the expertise from the extensive and varied international dimensions of educational research from across the department. The cluster centres on multidisciplinary, international and intercultural research which positions educational issues in an international and comparative framework. The cluster engages with methodological, epistemological and theoretical projects which advance understandings of educational issues through international and comparative lenses. Social, spatial and linguistic inequalities are central to the synergies of this group, including explorations around relational educational inequalities between the ‘Global North and Global South’.

Researchers collaborating in this cluster recognise the multiplicity of individuals’ languages, cultures, identities, histories. The collaborations in the cluster foreground youth participation, engagement and responsibility for social justice, both locally and globally. A broad range of projects across the department involve international and comparative methodologies with sites of exploration and collaboration including China, South Africa, Jordan, Brazil, Columbia, Mexico, Turkey, Australia and many contexts across Europe.

The researchers in the cluster draw on a range of perspectives in international education and comparative methodologies. This includes large scale national and international comparisons as well as research that foregrounds socially constructed, dialogic, experiential and reflexive approaches to research and learning, and approaches that give voice to people from marginalised communities, particularly around experiences of migration and mobility. Intercultural education and the role of language, culture, identity and belonging are an integral part of the cluster.

SUSTech: Junior Fellowships (China)

10 Postdoctoral Fellowships, Society of Fellows in the Liberal Arts, Southern University of Science and Technology (SUSTech), Shenzhen, China. Deadline: February 15, 2021.

The Society of Fellows in the Liberal Arts at Southern University of Science and Technology (SUSTech) invites applications for Junior Fellowships in the social sciences and humanities. These postdoctoral fellowships aim at fostering the academic careers of scholars who have recently received their Ph.D. degrees by providing a competitive package and membership in an interdisciplinary scholarly community.

The Society will select a cohort of up to ten Junior Fellows for the class of 2021. Those selected will be offered a two-year postdoctoral appointment beginning in September 2021. Fellowships are awarded to recent Ph.D. recipients in the humanities and social sciences who have demonstrated intellectual excellence and the potential for outstanding academic achievement.

Junior Fellows are expected to devote their time to productive scholarship, focusing on publishing their dissertation research, undertaking new research in accordance with their proposed project, and engaging in other original work that will further their academic careers. The Society aims to foster teaching excellence in the humanities and social sciences, and the fellowships carry with them a teaching responsibility of four 2-credit courses over the two-year period, one course per term.

Junior Fellows are required to be in residence during the fall and spring academic terms, and to attend all of the Society’s activities. They are also encouraged to regularly participate in events (such as seminars, workshops, and lectures) organized by the School of Humanities and Social Sciences, and other departments and programs at the University. Junior Fellows are appointed for two years, and no extensions are granted.

Embedding Intercultural Fluency Training in Diversity, Equity and Inclusion Transformation

Embedding Intercultural Fluency Training in Diversity, Equity and Inclusion Transformation by Nitin Deckha, SIETAR Tri-State group, January 27, 2021, 11 am EST.

The SIETAR Tri-State group has organized another webinar, and CID followers are invited to participate. The webinar learning objectives are:

Compare and contrast how intercultural fluency training objectives relate to those of diversity, equity and inclusion.
Distill how key intercultural concepts, such as ethnocentrism, cultural worldviews, conflict styles, communication styles, and others can intersect with diversity, equity and inclusion frameworks.
Assess how intercultural fluency can be better aligned with organizational equity and inclusion policies and frameworks.
Devise strategies to embed intercultural fluency training into workplace diversity, equity and inclusion transformation.

Janny Leung: COVID-Sensitive Kanji

COVID-Sensitive Kanji. Guest post by Janny H. C. Leung.

New words or phrases, such as covidiot and Zoom fatigue, cropped up in the English language in the past year as a creative response to the pandemic. Yet, the most Covid-complaint neologism may be found in a non-alphabetical language. The winner of the 11th round of the Sousaku Kanji Contest is a redesigned character that separates the two persons (人) in a seat (座) to make sure that they comply with social distancing measures in 2020.

Download the entire post, which includes discussion of several other kanji, as a PDF.

CFP M/C Journal: Zoom (Australia)

Call for Papers: Special issue on “Zoom” for M/C Journal (A Journal of Media and Culture). Deadline: April 16, 2021.

On 9 March 2020, just two days before the World Health Organization would name the COVID-19 outbreak a global pandemic, Italy declared a nation-wide lockdown. Over the following weeks, cities, states, and nations around the world would do the same, dramatically changing the social landscape for millions of individuals. Overnight, it seemed, Zoom became the default modality for remote engagement, rapidly morphing from brand name to eponymous generic—a verb and a place and mode of being all at once. In an era of COVID-19, our relationships and experiences are deeply intertwined with our ability to “zoom.”

This issue of M/C Journal will explore the impacts and implications of Zoom and other teleconferencing platforms one year after the start of the COVID-19 pandemic. Editors seek a wide range of submissions that will explore how a simple, four letter word has come to encapsulate a distinct moment in human history. How do we Zoom, and why?

Call for PEaCH Ambassadors for Bilingualism (Online)

Call for PEaCH Ambassadors, PEaCH Project, Ghent University, Ghent, Belgium. Note the short deadline: 15 January 2021.

PEaCH stands for “Preserving and promoting Europe’s cultural and linguistic heritage through empowerment of bilingual children and families.” The project supports European families raising bilingual and multilingual children. PEaCH will do this in the form of a handbook for parents, informative videos and an online collection of ready-to-use materials in 24 EU languages. PEaCH will also offer advice to educators interested in this topic as well as create a European network of PEaCH Ambassadors.

The PEaCH Ambassadors will represent the PEaCH Project on a local and national level in their respective language regions. They will support families and educators raising bilingual and multilingual children by promoting the PEaCH Project’s positive message about bilingualism and sharing the PEaCH materials. The PEaCH Ambassadors will be officially recognized and listed on the PEaCH website. PEaCH will offer training for the role through webinars, discussions with project partners and peers, as well as online documents and platforms. This is an unpaid volunteer position. We would want PEaCH Ambassadors to spend a minimum of two hours per month in their role, but of course welcome additional time spent on sharing our message.

To apply, please send an email message to the PEaCH Project (not to CID!) by close of the 15th of January 2021 with the following information:

Your name, where you live and which languages you speak. Please add links to any online presence (not required).
Brief description of your background, with emphasis on the language aspect (CV not required), as well as of any other activities related to bilingualism.
Why you are interested in becoming a PEaCH Ambassador.
How you are in contact with multilingual families through your work or other activities.

The parent guide How to raise a bilingual child has been already released in English.

The French, German, Italian, Romanian, and Spanish versions will be published between now and early April 2021.

A variety of other resources are also available at the same link.

KC87 Culture Shock Translated into Spanish

Continuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#87: Culture Shock, which Frank Fitzpatrick wrote for publication in English in 2017, and which Jhon Eduardo Mosquera Pérez has now translated into Spanish.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized alphabetically by concept, chronologically by publication date and number, 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.

Fitzpatrick, F. (2017). Choque cultural. (J. E. Mosquera Pérez, Trans.). Key Concepts in Intercultural Dialogue, 87. Available from: https://centerforinterculturaldialogue.files.wordpress.com/2020/12/kc87-culture-shock_spanish.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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

UNESCO: Associate Editor (France)

Editor, International Institute for Educational Planning (IIEP), UNESCO, Paris, France. Deadline: 21 January 2021.

This position is located in the Information Services Unit of the UNESCO International Institute for Educational Planning (IIEP) in Paris and reports to the Information Services Team Leader. Under the supervision of the Team leader and in close collaboration with other team members, the incumbent is in charge of reviewing, revising and editing IIEP documents, such as manuscripts, concept notes, web news, institutional documents, etc. The incumbent supports in particular IIEP move towards e-publications, including through the provision of advise and assistance in this regard to IIEP staff. Because of the public nature IIEP content, the incumbent must demonstrate very good editorial skills and sound judgement in order to maintain IIEP’s excellent reputation.

U Colorado Denver: Lecturer in Communication (China)

Communication Instructor, International College of Beijing, University of Colorado Denver, Beijing, China. Deadline: open until filled, review begins February 15, 2021.

The University of Colorado Denver’s Department of Communication invites applications for a full-time, non-tenure-track teaching position at the International College of Beijing (ICB). The job will commence in September of 2021, with arrival potentially required several weeks before then due to evolving Covid-19 quarantine requirements. Depending on the performance of the individual hired, multi-year renewals are possible.

They seek a colleague who can teach a wide range of Communication courses touching upon new and digital media, strategic and workplace communication, and general major requirements, including COMM 1021, Introduction to Media Studies; COMM 2020, Communication, Citizenship, and Social Justice; and courses supporting one or more of the Department’s pathways in media and cultural studies, global and intercultural communication, and strategic communication. Above all else, they seek a dynamic and charismatic teacher committed to best practices in student-centered pedagogy and advancing the internationalization of communication via hands-on, skills-based, experiential, and problem-based learning.

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