Center for Intercultural Dialogue

Key Concept #3: Intercultural Competence Translated into Arabic

Continuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC3: Intercultural Competence, which Lily Arasaratnam wrote in English in 2014, now translated into Arabic by Fahd Alalwi, of the Prince Sattam Bin Abdulaziz University, in Saudi Arabia.

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

Arasaratnam, L. (2016). Intercultural competence [Arabic]. Key Concepts in Intercultural Dialogue, 3. (F. Alalwi, Trans.). Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2021/07/kc3-intercultural-competence_arabic-v2.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.

Director of Language Academy, U Central Lancashire Job Ad

Director of Studies of UCLan Language Academy
University of Central Lancashire – School of Language and Global Studies
Closes: 4th September 2016

Founded in 1828, the University of Central Lancashire in the city of Preston is a large, dynamic university with a learning community approaching 38,000. Our mission – to help talented people from all walks of life to make the most of their potential – was highlighted when the University achieved IIP Gold status in 2014.

The University Language Academy, formed in 2014, is a thriving academic and teaching community, with a substantial and growing international profile drawing in students from around the globe on year round and short courses in English Language, EAP, ESP and Teacher Training.

The ULA also houses the Testing team, delivering English tests to our partnership network in Europe, Asia and the Middle East as well as commercially. The ULA is a key unit for the College of Culture and the Creative Industries and supports the University to deliver its strategy up to 2020 and in particular the key performance indicators for internationalisation, student attainment and industry links. With continued growth and income year on year, the ULA is expanding into new premises in order to help support its role and business within the University.

The Director of Studies role provides an exciting opportunity for the successful candidate to effectively develop and lead the growth of the University Language Academy through effective strategic management and by building a portfolio of language training, assessment and related CPD programmes that will be attractive within the context of a UK and international market.

Applicants must have a strong record of academic and/or management leadership in developing English language, intercultural and teacher training programmes in both a UK and international context. Applicants must demonstrate the ability to effectively lead and manage a team of staff to achieve specific goals and objectives while also possessing experience of developing innovative and creative language and intercultural programmes which are attractive to a UK and international market.

A higher degree classification is required, with also full membership of relevant Professional bodies in the area of languages, communication or business. Applicants must also be recognised as a teacher trainer with a DELTA qualification or equivalent. The post holder will demonstrate excellent leadership skills with the ability to motivate and foster a strong team ethic. The ability to identify new opportunities and develop creative and innovative solutions is also essential.

For informal discussions about this role, please contact Isabel Donnelly, Dean and Director of Language and Global Studies: IMDonnelly[at]uclan.ac.uk

Applicants need to meet all essential criteria on the person specification to be considered for interview.

Please apply online via www.uclan.ac.uk/jobs or by contacting Human Resources on 01772 892324 and quoting the reference number. CVs will not be considered unless accompanied by a completed application form.

Save

Job Ad Stanford University

STANFORD UNIVERSITY
Islam & Gender in the Social Sciences
Assistant Professor or Tenured Associate Professor

Stanford University invites applications for a tenure-track Assistant Professor or a tenured Associate Professor faculty position in Islam and gender. The successful candidate will be based in a social sciences department and will also be expected to contribute to the Abbasi Program in Islamic Studies’ curricular and outreach efforts. A focus on the Middle East and/or Southeast Asia is preferred. The appointment can be in one of the following departments in the School of Humanities and Sciences: Anthropology, Communication, Political Science, or Sociology. Teaching responsibilities will be determined by the home department.

Applicants should provide a cover letter including a brief statement of teaching and research interests (no more than 3 pages), a curriculum vitae including a list of publications, and a recent writing sample. Assistant level and untenured applicants should arrange to have three letters of reference submitted to AcademicJobsOnline.org.

Currently tenured applicants may submit only the names of the three references at this time. For full consideration, materials should be received by October 3, 2016.

Please use the following link to apply: https://academicjobsonline.org/ajo/jobs/7445

Stanford University is an equal opportunity employer and is committed to increasing the diversity of its faculty. It welcomes nominations of and applications from women, members of minority groups, protected veterans and individuals with disabilities, as well as from other who would bring additional dimensions to the university’s research, teaching and clinical missions.

IDEA CAMP 2017: Moving Communities

European Cultural Foundation (ECF)
IDEA CAMP 2017: Moving Communities

What’s the Idea Camp?
ECF’s Idea Camp is a three-day collaborative working platform organised within the framework of Connected Action for the Commons, a network and action research programme led by ECF together with six cultural organisations from across Europe.
• The Idea Camp 2014 took place in Marseille, France and focused on the topic “Connected Action for Public Space”.
• The Idea Camp 2015 took place in Botkyrka, Sweden under the theme “Build the City”, applying the principles and ethics of the commons.
• The Idea Camp 2017 will take place in Spain on 1-3 March 2017 and will focus on the theme “Moving Communities”.

ECF believes in bold alternatives provided by citizens through their local cultural initiatives. At this time of transition, ECF invests in these local initiatives to help them to become enduring solutions to the challenges facing our continent. Europe as a shifting ‘home’ of changing communities – where people can live together in solidarity, accepting their differences – is an urgent priority in ECF’s focus over the coming years.

Moving Communities
We are living and working in an increasingly complex environment. Across Europe and its neighbouring countries, more and more people are confronted with discrimination and exclusion on a daily basis – whether economically, politically or culturally. As a result, societies are becoming more and more fragmented, extremism is on the rise, and the divisions between people – and between individuals and institutions – are growing ever wider.

Migration, distrust towards traditional institutions and the widening gap between the idea of a democratic Europe and the reality of a divided continent are among the biggest challenges that we are facing at present. These challenges are not new, but they have reached a degree that directly affects existing systems and policies, both at national and European levels.

Entitled “Moving Communities”, ECF’s third Idea Camp will focus on the current positive, radical resistance movements that are daring to counteract anti-democratic practices.

Co-hosted by Platoniq, the Idea Camp will take place in Spain from 1 to 3 March 2017 and will bring together 50 participants whose emerging, groundbreaking ideas demonstrate a firm desire to contribute to fostering political imagination, building bridges and effectively contributing to the development of a society with a stronger sense of social justice. Based on the values of sharing, inclusion and openness, the Idea Camp offers Idea Makers a unique opportunity to meet peers from diverse backgrounds and with different visions from across Europe and its neighbouring countries.

Quick links
• Idea Camp 2017 application guidelines
• FAQ
• About Connected Action for the Commons
• A general introduction to the Idea Camp
• Previous editions: Idea Camp 2014 and 2015
• R&D grantees 2014 and 2015
• Info pack to help ECF share this call

Key Concept #72: Intertextuality Translated into Spanish

Continuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#72: Intertextuality, originally written by Michele Koven for publication in English in 2015, now translated into Spanish by Miguel Ángel Guerrero Ramos.

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.

Koven, M. (2016). Intertextualidad. Key Concepts in Intercultural Dialogue, 72 (M. A. Guerrero Ramos, Trans.) Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2016/08/kc72-intertextuality_spanish.pdf

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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

On Translation as an Intercultural Practice

Guest Post by Paola Giorgis
On Translation as an Intercultural Practice

It is an encounter with diversity which favors a critical reflexivity on what we take-for-granted of both emic and etic worldviews. It is practice that involves the constant exercise of moving in a space in-between. It represents the opportunity to engage in a double perspective. It is an experience which make us observe, challenge, redefine and move through borders. It is an occasion to look at our knowledge, assumptions and representations from a different point of view. Well, no, it is not Intercultural Dialogue. It is Translation.

Read the full essay.

Yea-Wen Chen Profile

Yea-Wen Chen (M.A. University of North Texas, Ph.D. University of New Mexico) is an Associate Professor in the School of Communication and Director of the Institute for Dialogue and Social Justice at San Diego State University.

Yea-Wen Chen

Between spring 2019 and fall 2020, she served as a Professor of Equity co-facilitating seminars on equity, implicit bias, and microaggressions on her campus. Her research examines how communication—including silence—about cultural identities impacts diversity, inclusion, and social justice across contexts such as identity-based nonprofit organizations. She is the winner of numerous top paper awards at regional, national, and international communication conferences. Dr. Chen has published over 40 works, including peer-reviewed articles in Journal of International and Intercultural Communication, Journal of Intercultural Communication Research, and Departures in Critical Qualitative Research. She has co-edited Our Voices: Essays in Culture, Ethnicity, and Communication (6th Edition, Oxford University Press, 2015), and Postcolonial Turn and Geopolitical Uncertainty: Transnational Critical Intercultural Communication Pedagogy (Rowman & Littlefield, 2021).

Key Publications:

Chen, Y.-W., Black, F., Devos, T., Hernandez, R., Jayawardene, S., Reinholz, D. L., & Villodas, F. (2021). Becoming Professors of Equity at San Diego State University: Reflecting on professional seminars on implicit biases and microaggressions. In H. Oliha-Donaldson (Eds.), Confronting critical equity and inclusion incidents on campus: Lessons learned and emerging practices. Routledge.

Chen, Y.-W., & Lawless, B. (2019). Teaching critical moments within neoliberal universities: Exploring critical intercultural communication pedagogy. Journal of Intercultural Communication Research, 48(5), 553-573. doi:10.1080/17475759.2019.1683056

Chen, Y.-W., Chalko, K., & Bonilla, M. (2019). When religion meets academia: Millennial Christians becoming cultural Others on a minority-serving campus in the United States. Journal of International and Intercultural Communication, 12(4), 325-343. doi:10.1080/17513057.2018.1557732

Chen, Y.-W. (2018). “Why don’t you speak (up), Asian/immigrant/woman?”: Rethink silence and voice through family oral history. Departures in Critical Qualitative Research, 7(2), 29-48. doi:10.1525/dcqr.2018.7.2.29

Chen, Y.-W., & Lawless, B. (2018). “Oh my god! You have become so Americanized”: Paradoxes of adaptation and strategic ambiguity among female immigrant faculty. Journal of International and Intercultural Communication, 11(1), 1-20. doi:10.1080/17513057.2017.1385825

*Translation article: Chen, Y.-W., & Lawless, B. (January 11, 2018). Challenging “otherness”: Female immigrant faculty in the U.S. and their struggle to adapt. Communication Currents.

Chen, Y.-W., & Collier, M. J. (2012). Intercultural identity positioning: Interview discourses from two identity-based nonprofit organizations. Journal of International and Intercultural Communication, 5(1), 43-63. doi:10.1080/17513057.2011.631215

*Translation article: Chen, Y.-W., & Collier, M. J. (April 1, 2012). Communication about cultural identity differences matters for nonprofits. Communication Currents.

Key Concept #61: Vyhavanne Translated into Russian

Continuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC61: Vyhavanne, a Belarusian concept originally published in English by Liubou Uladykouskaja in 2015, which she has now translated into Russian.

Uladykouskaja, L. (2016). ВЫХАВАННЕ. Key Concepts in Intercultural Dialogue, 61. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2016/08/kc61-d0b2d18bd185d0b0d0b2d0b0d0bdd0bdd0b5_russian.pdf

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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

Job Ad Hebrew University (Israel)

HEBREW UNIVERSITY OF JERUSALEM
Noah Mozes Department of Communication and Journalism
Tenure-Track Position

The Noah Mozes Department of Communication and Journalism at The Hebrew University of Jerusalem invites outstanding candidates to apply for a tenure-track position starting July, 2017.

Applicants must hold a Ph.D. degree at the time of hire, and demonstrate an active research program, indicating the potential for outstanding scholarship. Ability to teach in Hebrew is required.

Deadline for applications: September 22, 2016.

Please see our website for additional information on the application process.

Job ad Hellenic Open University: Sociolinguistics (Greece)

Call for applications for three (3) full-time research positions in Sociolinguistics (Project PRESS, Hellenic Open University)

Description of the position
Project PRESS: Provision of Refugee Education and Support Scheme, an initiative of the Hellenic Open University which aims to address the educational and integration needs of refugees currently residing in Greece, is offering three (3) full-time research positions in the subject: fieldwork on the educational (communication and linguistic) needs of refugees. The positional involves at least 6 months fieldwork in refugee camps in Greece (Lesvos, Thessaloniki or Athens). Contract duration: 9 months.

Required qualifications
Candidates should possess the following qualifications: a) PhD in sociolinguistics or PhD candidates in the same field; and b) fieldwork experience of conducting research on a refugee/ immigrant community.

How to apply
Applicants are invited to submit the form provided on the website and a detailed CV to: project_press[at]eap.gr. Closing date for applications: 14 August 2016.

For further information on the Project, please visit send an email at project_press[at]eap.gr.

Save

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this: