Atsushi Katayama Researcher Profile

Researcher Profiles

Atsushi Katayama is a PhD candidate in Communication Studies at Tokyo Keizai University in Japan.

Atsushi Katayama

He earned his MA in Media Studies from New York University. He has been working in the advertising industry as a creative director and copywriter for about thirty years. Throughout his experience in both  the professional and academic fields, he has been fascinated by the concept of “narrative” and the ways in which it works as a communication system in advertising.

Effective Student Dialogue

Intercultural Pedagogy

Jamison, I. (2016, November 16). Effective student dialogue: Critical thinking and active listening.

This is a webinar presented by Dr. Ian Jamison, Head of Education at Generation Global. The moderators are Scott Chua, a first year student at Yale-NUS College Singapore, and Hailey Lister, a first year student at Occidental College in Los Angeles, CA. It’s made available on edWeb.net, a network serving the global education community. The event is long over, but the webinar is still accessible. The topic suggests that it may be useful as a pedagogical tool in teaching about intercultural dialogue, given that listening is one component of dialogue.

CFP IADA 2020: Toward Culture(s) of Dialogue? (Poland)

ConferencesCall for papers: Towards Culture(s) of Dialogue? Communicating Unity in/and Diversity through Language and Discourse, 22-25 September 2020, Warsaw, Poland. Deadline: 29 February 2020.

Institute of Applied Linguistics, University of Warsaw, and the International Association for Dialogue Analysis (IADA) jointly invite submissions to the international conference on dialogue: “Towards Culture(s) of Dialogue? Communicating Unity in/and Diversity through Language and Discourse,” to be held in Warsaw, Poland, 22-25 September 2020.

Intercultural exchange and integration that are now observed in many regions of the world contribute to an ongoing merger of different fields of socio-political life. The aspirations for tighter and maturer trans-national/trans-regional cooperation, fostered by the focus on pluralistic and democratic procedures, are often paralleled with sustained or growing cultural divisions. They are manifest in various discourse-mediated acts of segregation, marginalization and exclusion. Despite the efforts at orderliness, lawfulness and partnership in the public realm, the latter frequently becomes an arena of communicative chaos, misunderstanding, violence and aggression. In the light of the growing cultural and interactive dissonance in different parts of the world, questions arise as to the role of linguistics, dialogue studies, discourse analysis as well as other related humanities in confronting the various forms of communicative antagonism that penetrates both public and private domains.

The aim of this conference is to approach the observed dynamics in global intercultural communication by tracing discourse strategies of modern institutions. Are there any alternatives to oppressive styles and exclusionary rhetoric, as well as to polarised and confrontational stances emerging from them in public and private spheres? Can the ‘closed’ interactive positions be transformed into substantial, efficient and constructive dialogue? How can the ‘unity’-oriented discourse activities compromise, dismiss or accommodate expressive ‘diversity’ in the interaction game? The above problems pose questions as to speakers’ critical language awareness, communicative competence and responsibility in selecting, rejecting, modifying and creating local and global discourse practices. Reflective choices and modelling of these strategies may be constitutive of ‘culture(s) of dialogue’.

Organizers invite linguists, discourse analysts,  sociologists, psychologists, political and media scientists, law experts, philosophers, anthropologists, culture mediators (translators, teachers, etc.), as well as other researchers from related disciplines to the multidisciplinary discussion of prospects and limits of mediating human culture(s) through dialogue.

KC24 Asiacentricity Translated into Japanese

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#24: Asiacentricity, which Yoshitaka Miike wrote for publication in English in 2014, and which he has now translated into Japanese.

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.

KC24 Asiacentricity_Japanese

Miike, Y. (2019). Asiacentricity [Japanese]. Key Concepts in Intercultural Dialogue, 24. Available from:
https://centerforinterculturaldialogue.files.wordpress.com/2019/10/kc24-asiacentricity_japanese-2.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


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

St Louis U: New Media/Popular Culture (Spain)

“Job

Faculty in Communication Studies, Saint Louis University-Madrid Campus, Madrid, Spain. Deadline: December 15, 2019.

Saint Louis University is seeking applicants for a full-time (12-month renewable) faculty position in Communication Studies at the campus in Madrid, Spain. The successful candidate will hold a Ph.D. in Communication Studies specialized in new media, popular culture, and audience research. We seek a qualitative researcher trained in ethnographic methods. Candidates must have experience working with an international student population embedded within a culturally diverse educational environment. The candidate should have teaching experience in undergraduate education, and preferably be acquainted with the U.S. educational system of higher education. Teaching responsibilities include core courses such as Public Speaking, New Media & Society, Communication Theory, and upper-level courses such as Popular Culture and Digital Storytelling. In addition to these courses, the candidate should be able to expand our Communication curriculum with courses grounded in his or her area of expertise, including an advanced qualitative research methods course.

(NOTE: There is also a part-time position in Anthropology – follow the same link to see the description.)

IREX: Program Coordinators, Fulbright Exchanges (USA)

“Job

Program Coordinators, Fulbright Teacher Exchange Programs, IREX, Washington, DC. Deadline: none listed.

IREX has a position posted for Program Coordinators (PC) to support their Education practice in providing administrative support to the Fulbright Teacher Exchange Programs in the day-to-day administration of program activities including logistics, implementation of  initiatives, financial monitoring, and communicating with partner organizations. The PC supports events and management, reporting internally and externally.

NOTE: This position description has no date for when it was posted, or when it expires. If it is already filled, there are many other positions available at IREX, not only in the USA but internationally. IREX started as the International Research Exchange, about 50 years ago. Their current organizational description says: “IREX is a global development and education organization. We focus on people, not on vaccines, roads, or wells. We work in more than 100 countries on issues such as education, leadership, information, and youth.”

Renmin U: Postdoctoral Fellowships in Journalism/Communication (China)

PostdocsPostdoctoral Fellowships, School of Journalism and Communication, Renmin University of China, Beijing. China. Deadline: 13 December 2019.

The School of Journalism and Communication at Renmin University of China was founded in 1955. Since then, it has developed into a nationally-acclaimed institution of academic research, professional training and education reform in journalism and communication. The school’s Journalism and Communication discipline is ranked as the first-class key discipline by the Ministry of Education. It has a national experimental teaching demonstration center, and a Ministry of Education key research base of humanities and social sciences, the Journalism and Social Development Research Center. The journalism and communication program has been persistently ranked as Top 1 in previous rounds of national disciplinary assessment organized by the Ministry of Education. It has been enrolled into the Chinese “Double First Class” discipline plan in 2017. In order to advance the “Double First Class” discipline development, facilitate the future faculty recruitment and enhance academic research, the school is currently accepting applications all over the world for multiple postdoctoral positions.

UNESCO: Assoc Programme Specialist: Communication & Information (France)

“Job

Associate Programme Specialist, Communication and Information, UNESCO, Paris, France. Deadline: 8 December 2019.

Under the overall authority of the Assistant Director-General for Communication and Information (ADG/CI) and the direct supervision of the Chief, Executive Office (CI/EO), the incumbent is responsible for providing professional and technical support, research and analysis for the programme management, as well as coordination of the Communication and Information (CI) Sector. Working as part of the global CI team and as member of the Executive Office, the incumbent will assist the Chief, CI/EO in performing the major activities listed below.

To assist Chief, CI/EO in overall coordination activities of the Executive Office, the incumbent will:

  • collect and analyze data, prepare and consolidate briefings in the thematic areas of media  and information literacy, media development, universal access to information and documentary heritage;
  • provide support to Chief CI/EO in facilitating joint action and good working relations between colleagues in the Field and Headquarters, UNESCO Centers, Institutes and networks, Central services, as well as partnerships with Member States, Intergovernmental Organizations, civil society, academia and the private sector;
  • manage and produce correspondence, memos, briefings, speeches, articles, web content, inputs to the UNESCO annual report, etc.

Xenophobil: Solution to Xenophobia

Applied ICDThe Exelixis Institute, an NGO working with youth in Greece, and the Embassy of Norway in Greece joined together to create and distribute a pseudo-drug, Xenophobil, as part of a creative public campaign against xenophobia and racism starting in 2013. Packages are still being distributed in 2019, most recently at the the European Day of Languages celebration held at the Norwegian Embassy in Greece.

NOTE: The video is in Greek, because this is a Greek project.

The main focus of the campaign is to defend the right to diversity and the value of peaceful coexistence. Xenophobil, a “drug” that relieves the symptoms of xenophobia and treats patients with a satirical recipe which makes everybody smile while reading the leaflet and tasting the sweet chewing gum, has been distributed by the thousands.

Excerpt from the pamphlet in the box:

“Xenophobic Symptoms”:

       * Patients consider civilizations and cultures as fixed entities that cannot be changed evaluating their own culture as the most important of the scale and underestimating the other cultures.

       *  Patients translate the term “immigrant” into the term “outsider”.

        *  Patients’ behavior toward the others depends on the predefined characteristics, due to his/hers religion, culture or mentality.

        *  Patients have the tendency  to idealize their own image.

Eva Berger Researcher Profile

Researcher ProfilesEva Berger is a senior lecturer at the School of Media Studies of the College of Management Academic Studies (COLMAN), where she also served as Dean (2006-2012). She holds a B.A. from the Department of Film and Television at Tel-Aviv University (1985) and an M.A. (1986) and a Ph.D (1991) in Media Ecology from New York University.

Eva Berger

Dr. Berger has taught at NYU, Tel Aviv University, the Kibbutzim College of Education and the Sam Spiegel Film School, and has been part of the faculty at COLMAN for close to 30 years. She has served on numerous boards and public service organizations including the Israel Peace Initiative, Israel Press Council, and Institute of General Semantics.

Eva has been a frequent commentator in the Israeli press on issues relating to media, language, gender and culture. She served on the editorial board of EME: Explorations in Media Ecology (the journal of the Media Ecology Association), and is currently a member of the Editorial Board of Giluy Daat, a Multidisciplinary Journal on Education, Society and Culture, as well as member of the Board of Trustees of  ETC.: A Review of General Semantics. She served as Chairwoman of the board of Women in the Picture (the Association for the Advancement of Women in the Visual Arts).

She is the author of various articles and book chapters in the fields of Communication and Media Studies. Eva’s research interests are Media Ecology, Gender, Advertising, Media and Technology, Health Communication, and General Semantics.

Publications include:

Berger, E. & Berger, I. (2014). The communication panacea: Pediatrics and general semantics. Fort Worth, TX: Institute of General Semantics.

Berger, E., & Berger, I. ( 2012). Hassan, Ami and Dalia’s mom:  Narrative medicine in pediatrics.  In R. Ahmed & B. Bates (Eds.), Medical communication in clinical contexts. Dubuque, IA: Kendall Hunt.

Berger, E., & Na’aman, D. (2011). Combat cuties: Photographs of Israeli women soldiers in the Israeli press since the 2006 Lebanon war. Media, War and Conflict, 4(3), 269 – 286.

Berger, E. (2010). Recapitulation, medical imaging technologies and media of communication: The medium is the message. EME: Explorations in Media Ecology, 9(4), 225-237.

Berger, E. (2008). Orality v. monotheism or media v. narratives: Biblical heroes and the media environment of the spoken word. In S. Drucker & G. Gumpert (Eds.), Heroes in a global world. Cresskill, NJ: Hampton Press.

Berger, E. (2008). The Postmanian dialogue: Education on TV, for TV and about TV. In N. Aloni (Ed.), Empowering dialogues in humanistic education: Theoretical and practical aspects. Bnei Brak: Hakibbutz Hameuchad Publishers, Sifriat Kav Adom. [Hebrew]

Berger, E., & Lavie-Dinur, A. (2007). Conservative outlook and liberal reflection: Homosexuals in Israeli television commercials. EME: Explorations in Media Ecology, 6(1), 35-48.

Shoval, G., Zalsman, G., Polakevitch, J., Shtein, N., Sommerfeld, E., Berger, E., & Apter, A. (2005). Effect of the broadcast of a television documentary about a teenager’s suicide in Israel on suicidal behavior and methods. Crisis, 26(1), 20-24.

Berger, E. (2004). The exhaustion of the literacy metaphor in education. EME: Explorations in Media Ecology, 3(2), 131-137.