Center for Intercultural Dialogue

CFP Int’l Association for Dialogue Analysis 2017 (Italy)

The 2017 International Association for Dialogue Analysis (IADA) conference will be held from October 11th-14th, 2017 at the University of Bologna (Department of Education) and is sponsored by the School of Psychology and Education, the FAM (Fondazione Alma Mater), and the International Association for Dialogue Analysis.

The conference focuses on the role of dialogue or interaction in displaying, maintaining, creating yet also defying the crucial dimensions of the world we live in. This process is particularly at play – although not necessarily noticed – in everyday life. Rather than a context, this phenomenological notion indicates the obvious, routine, quasi-natural quality of most human practices taking place in ordinary as well as institutional contexts. Quoting a well known formula by John Heritage (1984) yet applying it beyond the micro-level of the hic et nunc discursive environment, we propose to conceive dialogue as “context shaped and context renewing”. Overcoming the “interactional reductionism” (Levinson, 2005) implied in focusing solely on the emergent properties of language use, as well as any simplistic return to sociocultural, psychological an even material determinism, dialogue and interaction are seen as an “intermediate variable” (Ibidem) or faits d’interface (Descola, 2016) connecting the micro-order of everyday life and the macro-order of shared culture and social structure. As Rommetveit put it forty years ago, dialogue is “the skeleton” or “the architecture of intersubjectivity” (1976).

The 2017 International Association for Dialogue Analysis conference (Bologna, October 11th-14th, 2017) welcomes empirical and methodological extended abstracts and full papers from different disciplinary perspectives that focus on dialogue and interaction as carriers of, and tools for culture, social organization, moral horizons, identities and change.

The notion of action is at the core of the conference main theme: the contributors are asked to focus on dialogue and social interaction as – at the same time – presupposing and producing the crucial dimensions of the world we live in.

Theoretical papers are more than welcome insofar as they provide some empirical illustration of the paper’s theoretical point(s).

The conference includes but it is not limited to, the following subthemes:
• Dialogue and Health (e.g. dialogue as therapy; dialogue in clinical settings; medical interaction; dialogue in multilingual-multicultural healthcare contexts; dialogue in social work).
• Dialogue, Justice and Social Change (e.g.; dialogue in policing including interrogation, citizen calls; criminal, civil and administrative law; transidioma and asylum; intercultural institutional talk; social conflicts and Alternative Dispute Resolution practices; family and social mediation; restorative justice).
• Dialogue and Materiality (e.g. inter-objectivity; Actor-Network-Theory; things as dialogic entities; humans and non-humans interaction; sociosemiotics; dialogue and technologically saturated environment; the object’s affordances and the user’s agenda).
• Dialogue and Organization (e.g. dialogue as an organizing phenomenon; leadership and dialogue; expert-novice interaction; authority and power in organizational communication).
• Dialogue, Socialization and Education (e.g. dialogue in friendship and peer culture; family everyday talk; language socialization; classroom talk; dialogue in everyday school-life; assessment as a dialogic practice; teachers-parents conference; L2 learning activities; coaching and training).
• Dialogue, Text and Language (e.g. dialogue as text; dialogue in literary texts, CMC and audiovisual texts; text and reader dialogue; textual representations of dialogues; dialogue in advertising, advertising as dialogue; dialogue in propaganda and political speech; grammar, lexicon and cultural norms in everyday talk).We invite extended abstracts (500 to 700 words) or full papers of a maximum of 30 pages, including references. Any citation style is permitted (e.g., MLA, APA, Chicago).

Submission opens on June 30^th, 2016, and closes on November 30^th, 2016 at 23:59 local time in Italy. Notification of acceptance in March 2017.

For details and instructions see the Submission page: https://eventi.unibo.it/international-conference-iada-bologna2017/submission

We look forward to your contributions!

Innovating in the Cultural Sector (Greece)

Innovating in the Cultural Sector: Appreciating the Past and Creating Jobs for the Future
Corfu, Greece
22 – 24 September 2016

CulturePolis, a non-profit organisation based in Corfu, Greece is organising an international conference on Innovating in the Cultural Sector: Appreciating the Past and Creating Jobs for the Future, to be held in Corfu, Greece, on 22 – 24 September 2016. CulturePolis is a Forum for Culture, Sustainability and Innovation, aiming to promote innovative approaches to cultural resource management, sustainable tourism, cultural and creative entrepreneurship, intercultural dialogue, and social action and civic engagement through culture and creativity at the local and European level. The founder and president is Dr Vasileios Laopodis.

The summit of innovators, supporters and friends on the island of Corfu has the following objectives:
*to identify and spread new ideas for connecting culture and heritage with citizens, communities and development;
*to celebrate CulturePolis’ 10 years of impact and insights, announce CulturePolis’ new strategy for the next 10 years, and expand the community of partners and supporters.

The participants will be representatives of cultural and heritage institutions and foundations, cultural managers, entrepreneurs and innovators in the cultural sector and creative economy, local and regional authorities, business leaders and consultants, representatives of citizen groups.

For more information on the Corfu summit, please contact: Ms. Aphrodite Bouikidis, Partnership Coordinator at partnership[at]culturepolis.org and aphrodite.bouikidis[at]gmail.com

Contact:
CulturePolis, Alepohori Kamaras, 49084 Corfu, Greece;
e-mail: secretariat[at]culturepolis.org; vasileios.laopodis[at]gmail.com

Key Concept #59 Teng Translated into Chinese

Continuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC59: Teng, written by Todd Sandel, in English in 2015, and now translated into both traditional and simplified Chinese by Bei Ju (Jenny), both of the University of Macau, China.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail of the translation you wish to read. 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.

KC59 Teng Chinese-trad — Traditional Chinese

KC59 Teng Chinese-simplified — Simplified Chinese

Sandel, T. (2016). Teng [Traditional Chinese]. Key Concepts in Intercultural Dialogue, 59 (B. Ju, Trans.) Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2016/06/kc-59-teng-chinese-trad.pdf

Sandel, T. (2016). Teng [Simplified Chinese]. Key Concepts in Intercultural Dialogue, 59 (B. Ju, Trans.) Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2016/06/kc-59-teng-chinese-sim.pdf

The goal of the translation project is to expand the concepts available to discussions of intercultural dialogue beyond those who are fluent in English. What began with a request to translate a few concepts into 2 languages has now developed into a serious effort to translate most of them. Choice of languages was left up to those who are doing the work, which has prompted much interesting discussion about whether to be organized about this (translating all of them into a single language, then moving on to the next). Obviously the decision was not to take that route. Instead, authors are being given the opportunity to translate their own into whatever languages they know best; once they respond, their concepts are put on a list of those available to requests from others. 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.

Lancaster University job ad (UK)

Senior Lectureship in Intercultural Communication
Linguistics & English Language
Lancaster University, UK
Closing Date: Friday 12 August 2016
Interview Date: Wednesday 24 August 2016
Reference: A1578

We are seeking a scholar who has a strong international reputation. You will have a PhD, extensive teaching experience (especially at postgraduate level), a portfolio of publications that are recognised for their excellence, and a proven track-record in attracting funding for your research. You will join a large group of internationally renowned linguists that includes specialists in: English Language study, Corpus Linguistics, Discourse Studies, Forensic Linguistics, Sociolinguistics, Cognitive Linguistics, Psycholinguistics, Literacy Research and Second Language Teaching, Learning and Assessment.

You will pursue research and publications at a level appropriate for a strong submission to the next Research Excellence Framework and will be expected to supervise BA, MA and PhD students. You will lead the development of new modules and programmes in Intercultural Communication, particularly at postgraduate level. You will contribute to administration at a level commensurate with a Senior Lectureship.

This is an indefinite post beginning 1 January 2017.

Informal enquiries can be made to Professor Elena Semino, Head of Department: e.semino[at]lancaster.ac.uk

We welcome applications from people in all diversity groups. Apply online.

Quote of the Day: Culture, Sustainability, Intercultural Dialogue

Occasionally when I read, a quote related to intercultural dialogue strikes me as particularly noteworthy for being insightful, concise, beautifully written, and/or original. One example is provided below. If you have quotes you would like to see posted, submit them for consideration to intercult.dialogue@[at]gmail.com

“Participation in cultural activities fosters young people to be more imaginative and innovative: the processes of creation and cultural participation provide knowledge and techniques to imagine and expand horizons, integrate diverse elements, and create something new. Cultural experiences can be important platforms for the development of capacities that expand self-knowledge, self-expression, self-determination, and life satisfaction and well-being.”
…
“Educational systems at all levels should include the acquisition of cultural skills and knowledge pertaining to intercultural dialogue; the recognition and valuing of diversity, creativity, tangible and intangible heritage; and the development of skills using digital tools for cultural transmission, innovative expression, and bridging of cultures.” (p. 30)

• Duxbury, N., Hosagrahar, J., & Pascual, J. (2016). Why must culture be at the heart of sustainable urban development? Barcelona, Spain: United Cities and Local Governments.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

Key Concept #76 Intercultural Sustainability Translated into German

As explained recently, some of the Key Concepts in Intercultural Dialogue are being translated into other languages than English. Today I am posting KC76: Intercultural Sustainability, originally written in English in 2016, and now translated into German, by Dominic Busch, of the Universität der Bundeswehr München, Germany.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download the PDF. 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.

Busch, D. (2016). Interkulturelle Nachhaltigkeit. Key Concepts in Intercultural Dialogue, 76. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2016/06/kc-76-intercultural-sustainability-german.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. And, 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. As of this writing, 78 have been published in English, but words from Chinese, Portuguese, Japanese, Spanish, Belarusian, German and Arabic have also been introduced (with the discussion provided in English). As of this writing, I have received offers to translate one or more concepts into Arabic, Belarusian, Chinese, Finnish, French, German, Italian, Japanese, Kapampangan, Polish, Portuguese, Russian, Spanish, Tagalog, and Turkish (in alphabetical order). There is even a possibility of videos presenting American Sign Language versions. So if anyone else wants to join in the fun, just let me know.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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

Fulbright U.S. Scholar Awards in Communications and Journalism

The Fulbright U.S. Scholar Program offers nearly 500 teaching, research or combination teaching and research awards in over 125 countries for the 2017-2018 academic year. Opportunities are available for college and university faculty and administrators as well as for professionals, artists, journalists, scientists, lawyers, independent scholars and many others.

This year, the Fulbright Scholar Program is offering over 100 awards in the field of communications and journalism. Opportunities include:

– Ghana: Mass Communications, Journalism and Broadcasting

– Ukraine: Journalism, Communications

– Japan: Journalism

Additional awards in the field of communications and journalism. There you will find award highlights and examples of successful projects in the discipline, and scholar testimonials which highlight the outcomes and benefits associated with completing a Fulbright Scholar grant.

See eligibility factors, detailed application guidelines and review criteria. Applicants must be U.S. citizens and the current competition will close on August 1, 2016.

Please contact Sophia Yang at syang[at]iie.org with questions about any of the opportunities listed above or the Fulbright U.S. Scholar Program in general.

The Fulbright Program, sponsored by the U.S. Department of State’s Bureau of Educational and Cultural Affairs, is the U.S. government’s flagship international exchange program and is supported by the people of the United States and partner countries around the world.

Executive Director NCA job ad (Washington, DC)

The National Communication Association (NCA) is seeking an outstanding leader with a passion for Communication arts and sciences to become its next Executive Director.

Founded in 1914, NCA advances the scholarly discipline of Communication that studies all forms, modes, media, and consequences of communication through humanistic, social scientific, and aesthetic inquiry. Today NCA is a vibrant and financially strong organization whose diverse membership includes 7,500 scholars, teachers, practitioners, and academic departments across the country and the world. The Association is well served by a professionally accomplished staff that supports the publication of 11 academic journals, various professional development programs and public engagement events, and an annual convention attended by 5,000 participants.

Complete position description and instructions for applying.

Key Concept #12: Third Culture Kids Translated into Indonesian

As described a week ago, some of the Key Concepts in Intercultural Dialogue are being translated into other languages than English. Today I am posting KC12: Third Culture Kids (TCKs), originally written in English in 2014, and now translated into Indonesian, by Anastasia Aldelina Lijadi, of the University of Macau.

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.

Lijadi, A. A. (2016). Taruna Budaya Ketiga. Key Concepts in Intercultural Dialogue, 12. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2016/06/kc12-tck-indonesian2.pdf

Rather than arranging for translation of all concepts into one language at a time, given the diversity of authors, it seems most appropriate to let each author translate their own work into their own languages. Several scholars who were not part of this original group have already written to ask permission to translate concepts, which will expand the number of translations for each concept. This may come across as a little disorganized, especially at the start when only a few translations appear. However, for ideological reasons, it seems the best choice. And it certainly has been a popular decision: I have never received so many offers to do so much work so quickly in response to a request!

If you are interested in translating one of the Key Concepts, please contact me for approval first because several dozen are currently in process. And, 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. As of this writing, 78 have been published in English, but words from Chinese, Portuguese, Japanese, Spanish, Belarusian, German and Arabic have also been introduced (with the discussion provided in English). As of this writing, I have received offers to translate one or more concepts into Arabic, Belarusian, Chinese, Finnish, French, German, Italian, Japanese, Kapampangan, Polish, Portuguese, Russian, Spanish and Tagalog (in alphabetical order). There is even a possibility of videos presenting American Sign Language versions. So if anyone else wants to join in the fun, just let me know.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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

Anastasia Aldelina Lijadi Profile

Anastasia Aldelina Lijadi joined the International Institute for Applied Systems Analysis in September 2017 as Research Scholar with the World Population (POP) Program. She is part of the team working under a 2017 ERC grant to make unconventional cross-disciplinary contributions in developing new human well-being indicators.

Anastasia Lijadi

Anastasia completed her PhD in Psychology at the University of Macau in 2015. Her PhD dissertation won the 2015 Atlas TI Award for the best dissertation using qualitative methods at PhD level from the International Institute of Qualitative Methodology, University of Alberta. She received her master degree in Counseling and Psychotheraphy from the University of Saint Joseph, Macau, in 2010.

Her recent publications include:

Lijadi, A. A. (2019). Third Culture Kids. In P. Moy (Ed.), Oxford Bibliographies in Communication. New York: Oxford University Press.

Lijadi, A. A. (2018, November 6). Third culture kids: Citizens of the world or somewhere in-between? Bundeszentrale für politische Bildung [Federal Agency for Civic Education].

Lijadi, A. A. (2018). “I am not weird, I am Third Culture Kids”: Identifying enabling modalities for place identity construction among high mobility populations. Journal of Migration and Identity Studies, 12 (2), 2-24.

Lijadi, A. A., & Van Schalkwyk, G. J. (2017). Place identity construction of Third Culture Kids: Eliciting voices of children with high mobility lifestyle. Geoforum, 81, 120-128. doi: 10.1016/j.geoforum.2017.02.015.

Lijadi, A. A. & Van Schalwyk, G. J. (2017). Homesickness and perceived university support of first year undergraduate students: The Macau experience. College Student Journal, 51(3).

Lijadi, A. A. & Van Schalkwyk, G. J. (2016). “The international schools are not so international after all”: Online focus group study on educational platform for Third Culture Kids. International Journal of School and Education Psychology, 6(1). http://dx.doi.org/10.1080/21683603.2016.1261056.

Lijadi, A. A., & Van Schalkwyk, G. J. (2014). Narratives of Third Culture Kids: Commitment and reticence. The Qualitative Report, 19, Article 49, pp. 1-18.

Lijadi, A. A. (2014). Ethnic estrangement and social mobility in Macao: Perspective of youth on intergenerational transfer of ritual and tradition. International Proceeding of Economic Development and Research, 71, 74-78. DOI: 10.7763/IPEDR. 2014. V71. 14.

Work for CID:

Anastasia Aldelina Lijadi wrote KC12: Third Culture Kids. She translated KC12: Third Culture Kids and KC94: Cross-Cultural Kids into Indonesian. And she was one of the participants in the Roundtable on Intercultural Dialogue in Asia, co-sponsored by CID.

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