Author: Center for Intercultural Dialogue

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

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 number, alphabetically 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.org/wp-content/uploads/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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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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.

Carter Center: Senior Associate Directors (USA)

“JobTwo positions currently available, The Carter Center, Atlanta, GA, USA. Deadline: Positions remain posted until they are filled, so check links to see if they are still listed before applying.

Senior Associate Director, Conflict Resolution Program, Carter Center, Atlanta, GA.

Serving as a deputy to the Conflict Resolution Program Director, the Senior Associate Director oversees the implementation of Conflict Resolution program activities.  The Senior Associate Director’s primary responsibilities include: all aspects of project management (design, implementation, and evaluation), fundraising, budget and grant management, staff supervision, and liaising with both Carter Center program and departmental personnel and external stakeholders.  The Senior Associate Director supports the Program Director in setting overall strategy and assures that projects align with the program mission. The Senior Associate Director primarily manages activities for MENA (Middle East and North Africa) region, including track-2 and 1.5 activities, data collection and analysis, conferences, field missions, networking and negotiation/facilitation and other activities. S/He will manage and provide leadership to Atlanta staff and field-based staff and provide direction on short-term missions to countries of potential programmatic interest.  S/He will supervise staff, interns, and volunteers.

Senior Associate Director, Global Access to Information Program, Carter Center, Atlanta, GA.

Serving as the deputy to the Director, the Senior Associate Director oversees the implementation of the Global Access to Information Program’s country programming portfolio. The Senior Associate Director’s primary responsibilities include: all aspects of project management (design, implementation, and evaluation), fundraising, budget and grant management, staff supervision, and liaising with both Carter Center program and department personnel and external stakeholders. The Senior Associate Director supports the Program Director in setting overall strategy and assures that projects align with the program mission.

The Carter Center is a 501(c)(3), not-for-profit, nongovernmental organization founded in 1982 in Atlanta, GA, by former U.S. President Jimmy Carter and his wife, Rosalynn, in partnership with Emory University. The Center has helped to improve millions of lives in more than 80 countries by waging peace, fighting disease, and building hope. The Carter Center is guided by a fundamental commitment to human rights and the alleviation of human suffering. It seeks to prevent and resolve conflicts, enhance freedom and democracy, and improve health.

Calling US Expats Working for MNCs in Brazil

Job adsLeila Valoura has requested a call go out for those who are US expats working for MNCs in Brazil. If that fits your profile, please help her if you can.

“Hello. This is a call for participation in my doctoral research in Education (Organizational Leadership Studies concentration) approved by the IRB at Northeastern University (IRB# CPS19-04-01). The purpose of this study is to explore cross-cultural learning experienced by U.S. expatriates on assignments for multinational corporations (MNC) in Brazil. This study will focus on how participants make meaning of their international assignment experience to develop cross-cultural learning. If you are a U.S. expatriate who has worked or is still working in Brazil and became interested in possibly participating in this research, please contact me for more details about the research. Participation will be online, which means that it can happen regardless of where participants are located. Thank you very much, Leila Valoura.”

MOOC: Gender-Based Violence in the Context of Migration 2019

“MOOCs”The Global Campus of Human Rights (GC) has launched the second edition of its most successful Massive Open Online Course on Gender-Based Violence in the Context of Migration. This MOOC provides participants with knowledge, multiple perspectives and examples of practices that can help them develop and reinforce their critical understanding and effective action in a field that is at the crossroads of gender, migration and human rights studies.

The online course is led by a team of Global Campus Professors from the EMA and APMA Regional Masters in Human Rights and Democratisation. They are joined in the teaching by an international faculty of academics, experts and practitioners, including: Pablo Ceriani Cernadas, former Vice-Chairperson of the United Nations Committee on the Rights of Migrant Workers and Their Families (CMW); François Crépeau, former United Nations Special Rapporteur on the Human Rights of Migrants; Ryszard Cholewinski, Senior Migration Specialist in ILO’s Regional Office for Arab States in Beirut.

The MOOC opens on 10 June 2019. Enrolment is free and available on gchumanrights.org/mooc-gbv until 30 June.

Māori and Chinese, Māori and Pākehā

Applied ICD
This is a story about the formal welcome of an immigrant group (Chinese) into a new homeland (Australia). It ends with a question about broader applications.

On April 27, 2013, the Maori formally welcomed the Chinese community to Auckland at the Taniwha [a mythical being similar to a dragon] and Dragon Festival held on to Ōrākei marae [their ancestral home] to formalise a relationship between the two cultures. There was a pōhiri [formal welcoming ceremony] and festival.

“During the pōhiri, the kaikōrero [speakers] on both sides recounted the long-standing ties between Māori and Chinese families through market gardening, for instance, and sometimes the shared experience of racism. The festival afterwards highlighted common aspects of Māori and Chinese cultures — the significance of tīpuna [ancestors] and traditions, of taniwha [water spirits] and dragons, community dance, kite-flying. And, of course, food.”

After months of careful planning, thousands of people turned up, and the event was a success, with much learning on both sides. Which made Andrew Robb wonder, might it be appropriate and feasible to organize a comparable event for the Pākehā [White New Zealanders of European descent], many of whom have lived in New Zealand for generations, and now recognize the significance of Māori culture, yet never actually came in “through the front gate,” acknowledging the presence of a pre-existing culture.

And that leads to an even broader question: could new ceremonies be created to welcome various groups of immigrants to their new homelands (even if belatedly)? and if so, would they help smooth the integration process, on both sides?

Robb, A. (March 25, 2017). Are Pākehā up for the challenge? E-Tangata.

CFP Language & Migration 2020 (USA)

ConferencesCall for Papers: Language and Migration: Experience and Memory, May 7-9, 2020. Part I, New York City: May 7-8. Part II, Princeton University:  May 8-9. Deadline: November 1, 2019.

Language is a vital, but often underexplored, factor in the lives of migrants, immigrants and refugees. It has a direct impact on the experiences and choices of individuals displaced by war, terror, or natural disasters and the decisions made by agents who provide (or fail to provide) relief, services, and status. And, distilled through memory, it shapes the fictions, poems, memoirs, films and song lyrics in which migrants render loss and displacement, integration and discovery, the translation of history and culture, and the trials of identity.

This interdisciplinary, international conference on Language and Migration will place the role of language in the lives and works of migrants in sharp relief. In Part One, to take place in midtown Manhattan, participants are invited to consider how language differently affects the experiences of several populations:  permanently settled refugees and migrants; temporarily settled refugees and migrants; and people in transit. These populations, in turn, are variegated by age and gender, literacy and educational attainment, culture and religion, and the political, economic and cultural contexts in which they seek to settle. Part Two of the conference will focus on memory in the cultural work of migrants and immigrants. On Friday evening the conference will resume at Princeton University with a reading by eminent faculty novelists in the Lewis Center for the Arts, followed on Saturday by a full-day symposium on memory, language, and migration. To foster conversation across disciplinary borders, participants are strongly urged to attend both parts of the conference

Princeton’s interdisciplinary Research Lab on “Migration: People and Cultures Across Borders” comprises both humanists and social scientists; accordingly, they invite proposals from a wide variety of disciplines, including comparative literature, history, translation studies and philosophy; political science, economics, education, sociology, and law; sociolinguistics, applied linguistics, interlinguistics and forensic linguistics, among other fields.

KC44 Multimodality Translated into Spanish

Key Concepts in ICDContinuing with translations of the Key Concepts in Intercultural Dialogue, today I am posting KC#44: Multimodality, which Bernd Müller-Jacquier first published in English in 2014, and which Ruben Mazzei 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 chronologically by publication date and number, alphabetically by concept, 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.

KC44 Multimodality in SpanishMüller-Jacquier, B. (2019). Multimodalidad (R. Mazzei, Trans). Key Concepts in Intercultural Dialogue, 44. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2019/06/kc44-multimodality_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

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

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Princeton U: Director of Davis International Center (USA)

“Job
Director of the Davis International Center, Princeton University, Princeton, NJ. Posted May 15, 2019, Open until filled.

Reporting to the Vice Provost for International Affairs and Operations, the Director of the Davis International Center (Davis IC) provides leadership and management for a dynamic 14-person department that delivers comprehensive and specialized services that support the growth, development, and welfare of international students, scholars, and visitors at Princeton University.  The Davis IC also supports DACA (Deferred Action for Childhood Arrivals) students.  As of fall 2018, Princeton has 653 international undergraduate students (12% of undergraduates), 1,256 international graduate students (44% of graduate students), and 1,175 international scholars (postdocs, researchers, and faculty members).

Founded in 1974, the Davis IC provides immigration regulatory advising and processing, cultural adjustment, social enrichment, and assistance with practical matters related to living in the U.S.  It also acts as a center for cultural and educational programming that advances cross-cultural understanding, supports interaction between U.S. and international students and scholars, and promotes cultural competency across the University.

The successful candidate will be a committed and experienced leader with expertise in international education; a demonstrated history of successful management in higher education; and a commitment to the holistic development and support of diverse student and scholar populations.