Center for Intercultural Dialogue

Qin Zhang Profile

Qin Zhang (Ph.D., University of New Mexico, 2005) is an associate professor in the Department of Communication at Fairfield University, USA.

Her research interests span across intercultural, instructional, and interpersonal communication. She has published over 40 peer-reviewed articles in journals such as Journal of International and Intercultural Communication, Communication Education, Communication Quarterly, Western Journal of Communication, Communication Research Reports, Journal of Intercultural Communication Research, Business Communication Quarterly, International Journal of Intercultural Relations, China Media Research, Ohio Communication Journal, Journal of International Communication, Pennsylvania Communication Annual, Texas Speech Communication Journal, and Human Communication. She also has articles in press in Human Communication Research and International Journal of Communication. She has won the Outstanding Article of the Year (2009) Award in Business Communication Quarterly, as well as several top paper awards or top-four paper awards in intercultural communication, instructional communication, and organizational communication at ECA or NCA. She serves on the editorial board of Communication Education, Journal of Intercultural Communication Research, and Communication Teacher. She was the 2012-2013 President of the Association for Chinese Communication Scholars (ACCS) affiliated with the NCA.

Selected Publications

Zhang, Q., Ting-Toomey, S., & Oetzel, J. G. (in press). Linking emotion to the conflict face-negotiation theory: A U.S.-China investigation of the mediating effects of anger, compassion, and guilt in interpersonal conflict. Human Communication Research.

Zhang, Q., Andreychik, M., Sapp, D. A., & Arendt, C. (in press). The dynamic interplay of interaction goals, emotion, and conflict styles: Testing a model of intrapersonal and interpersonal effects on conflict styles. International Journal of Communication.

Zhang, Q. (in press). A U.S.-China investigation of the effects of perceived partner conflict styles on outcome satisfaction: The mediating role of perceived partner conflict competence. Communication Quarterly.

Zhang, Q. (in press). Emotion matters in serial arguments: The effects of anger and compassion on perceived resolvability and relationship confidence. Communication Research Reports.

Zhang, Q. (2014). Assessing the effects of instructor enthusiasm on classroom engagement, learning goal orientation, and academic self-efficacy. Communication Teacher, 28, 44-56.

Zhang, Q., & Zhang, J. (2013). Instructors’ positive emotions: Effects on student engagement and critical thinking in U.S. and Chinese classrooms. Communication Education, 62, 395-411.

Zhang, Q. (2010). Asian Americans beyond the model minority stereotype: The nerdy and the left out. Journal of International and Intercultural Communication, 3, 20-37.

Zhang, Q. (2009). Perceived teacher credibility and student learning: Development of a multi-cultural model. Western Journal of Communication, 73, 326-347.

Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States. Communication Education, 56, 209-227.

Postdoc in Media @ Macquarie U (Sydney)

Postdoctoral Fellow in Media
Macquarie University, Sydney

Macquarie University is seeking a postdoctoral fellow to be attached to Professor Bridget Griffen-Foley’s ARC Future Fellowship project, Switched-On Audiences: Australian Listeners and Viewers.

In this role you will be asked to:
Work on a research project about an aspect of Australian newspaper, magazine, radio or television reception history since 1930;
Play an active role in the Centre for Media History’s activities;
Produce excellent research in line with the research strengths of the Faculty and Department including publishing in peer reviewed journals and applying for research grants;
Engage with external stakeholders, the media and the public to disseminate your research.

Selection Criteria
To be considered for this position, applicants must address the selection criteria below and then upload the response as a separate document during the online application process.

Essential
A submitted PhD in media history, Australian history, communications and media, or a related field.
An excellent research and publication track record relative to opportunity.

Salary Package:
Academic Level A salary AUD $62,526 – $84,193 p.a. plus 17% employer’s superannuation and annual leave loading.

Appointment Type:
Full-time, 2-year fixed term contract position.

Specific Role Enquiries:
Specific enquiries related to this position should be directed to Professor Bridget Griffen-Foley.

Intending applicants are strongly encouraged to discuss the position with Professor Griffen-Foley before applying.

Applications Close:

Feeling felt: The heart of the dialogic moment?

Feeling felt: The heart of the dialogic moment? by Robyn Penman

In Maria Flora Mangano’s post on A space of relationship for dialogue among cultures she describes how a student was able to talk about his personal experience during the genocide in Burundi because of the space of the relationship that was created for class members to speak without any fear of offence. The experience within this space of relationship was so profound that by time the student finished talking, the class was so “touched they couldn’t speak”.

As I read Maria Flora’s post I was struck by the way the experience was described metaphorically in terms of physical contact: the students were “touched”, the speaker “felt” understood. I know this is a common way of talking about poignant moments in dialogue and other “close” encounters. However, my recent foray into the interpersonal neurobiology (IPNB) research literature has made me more alert to such metaphors and given me reason to draw attention to it here.

Extensive research evidence across the neuroscience field indicates that relationships are crucial to brain development and neural functioning throughout the life cycle. We are, to use Mona Fishbane’s phase, “wired to connect”. The fact that our relationships, and presumably the quality of them, can impact on brain development is, in itself, something to take note of. However, IPNB has taken this broad notion further and fleshed out a number of ideas about how these connections work and what their impact may be. One of these ideas concerns the sense of “feeling felt”.

Daniel Siegel, who coined the term interpersonal neurobiology, uses the concept of “feeling felt” to describe the ability of one person to empathically and authentically encounter another person; especially in the early parent-infant relationship. According to Siegel, “feeling felt” is characteristic of secure infant-parent relationships: the more infants “feel felt”, the better their attachment and the sounder their development pathway.

While there is still some controversy about the specific role played by neural mechanisms in the ability to be empathic, the concept of feeling felt and its role in childhood development has a great deal of merit. The concept of feeling felt also seems to have merit when we come to adult relationships, and to dialogue specifically.

When I was reading descriptions of the “feeling felt” phenomenon I was struck by the extent to which it resonated with Martin Buber’s sense of “being”. In his discussions of dialogue, Buber made a distinction between “being” and “seeming” in an encounter with another. For Buber, the being person is acting authentically into the encounter and, in acting thus, makes dialogue possible. The moment when two people fully experience each other as “being” in the relationship signifies a dialogic moment. In exactly the same vein we could say that dialogue has occurred when each person feels felt by the other.

The interpersonal neurobiology literature would suggest that this striving to feel felt is part of our neurological make-up. We strive for connection, and we yearn to feel felt from infancy onwards. But, equally important, the existence of this neurophysiological dimension would also suggest that “feeling felt” is a cross-cultural phenomenon. It may be that the way this “feeling felt” is described in different languages differs but the yearning for it may not. It leaves us with an interesting possibility. As scholars, we may not be able to agree on a definition of dialogue but, as participants, we know one when we have one: we feel felt.

References:
Buber, Martin. (1965). Between man and man. New York: Macmillan.
Siegel, Daniel J., & Hartzell, Mary. (2003). Parenting from the inside out. New York: Penguin.

Download the entire post as a PDF.

CFP (Inter)faces of Dialogue 2014 Romania

(Inter)faces of Dialogue: Constructing Identity through Language Use

5 – 8 June 2014
Transilvania University of Braşov (Romania)
International Association for Dialogue Analysis (IADA) Workshop

The way people talk, dress or behave are types of social codes, important ways of displaying who we are; in other words, they indicate our social identity. Each individual wants to build (him)herself a certain identity. There are multiple identities – some of them are wanted, while some others are unwanted – and a speaker faces a dilemma to choose the best identity for a certain situation and this “browsing” of identities may be achieved through dialogue. In approaching the topic of this workshop, we start from the premise that humans are dialogic beings, users and learners of language in various contexts. While acting and reacting in ever-changing environments (interpersonal or institutional), people try “to achieve more or less effectively certain purposes in dialogic interaction” (Weigand 2008: 3).

The academic interest for social relationships and the way they are organized in dialogues can be traced back to the beginning of the 20^th century, once Malinowski first suggested in 1923 that humans share “phatic communion”. Scholars in interpersonal communication, social psychology and sociology have ever since highlighted that the concept of ‘identity’ is important for studying the organization of social life.

Individuals use language to construct an identity (or a set of identities) for themselves, while communities use language as a means of identifying their members and of establishing boundaries. Once an individual adheres to a group or a community of practice, (s)he will adopt (and sometimes adapt) the existing linguistic conventions of that group.

The workshop aims at looking the ways in which identity is created and reflected in dialogic action games. We are particularly interested in studying the (inter)faces of dialogue from different perspectives and in different – European and non European – languages. The workshop aims to be interdisciplinary and therefore welcomes proposals from scholars from different areas.

We welcome individual paper presentations, panels and posters that explore topics in the following areas, but are not limited to:
*Construction of personal and group identity
*Names and naming practices
*Identity construction and humour
*Identity and representation
*Linguistic variation and the construction of identity
*Construction of cultural identity in minority languages
*Identity construction and power
*Construction of identity in computer-mediated communication
*Construction of identity through mass-media

Deadline
The abstract submission deadline (including panel proposals) is January 25, 2014 (Extended) and the notification of acceptance will be received by January 20, 2014 (for submissions sent before 15 december 2013).

For more information or to submit your abstract, please contact the organizing committee at this email address or visit the workshop website.

Reminder: ABC Micro Grants available

UPDATE May 12, 2014: This round of micro grants has been completed – see the results. As further micro grants become available, they will be described on the website.

The Center for Intercultural Dialogue will distribute micro grants for intercultural dialogue from a pool of $5000 made available by the Association for Business Communication. These micro grants are intended to support either or both of the two types of activities described in the mission of the Center: study of intercultural dialogues by Communication scholars, and/or participation in intercultural dialogue through academic interactions between Communication scholars based in different countries, or different linguistic and cultural regions. These grants are sufficient to provide seed funding only: no more than $1000 maximum can be awarded to any one individual. The goal is to encourage international, intercultural, interlingual collaborative research by giving enough funding to offset the cost of airfare only, while providing opportunity (and cause) for matching grants from universities.

If you already have multiple international connections, this grant is not for you – obviously you don’t need it. But if you are at a small college, or if you are a new scholar, or have not yet established significant international connections related to research, you are the intended audience for this competition. If you have been reading publications by an international scholar on a topic of potential relevance to your own research, consider a short trip to discuss ways to collaborate on a future project. If you do not know who has been doing relevant work, check the sources you’ve been reading lately, ask your colleagues, and/or think about who you know from graduate school or who you have met (or heard present an intriguing paper) at a conference. Find someone with similar interests but who takes a different theoretical or methodological stance by virtue of being based in a different cultural context.

The intention is to support the development of new intercultural, professional connections. Thus continuing collaborations are ineligible. Those based in the US are expected to propose travel outside the country. International scholars currently living outside their country of origin are asked to establish a new affiliation in a different region rather than proposing a return to their homeland. We recognize that much interesting work can be done within a country between cultural groups, however this grant program focuses on connecting researchers who are not yet connected, across cultural regions that are typically disconnected. This rationale of cross-cultural connection must be explicit in the project description.

The ABC Micro Grants Application requires applicants to describe their project, provide a brief resume, a short note from their department chair documenting their current status, and one from the host scholar expressing interest in holding conversations related to research. The initial deadline for review of proposals is February 1, 2014. If funds remain after the initial set of grants have been awarded, April 15, 2014 will be the second deadline.

The National Communication Association set aside similar funding for micro grants in 2012-13. Those projects have already been completed, and have been described in sufficient detail that they may serve as models for this year’s applications.

Contact the Center’s Director, Wendy Leeds-Hurwitz, with questions.

Living your ideal global life summit

For all those who have asked me how to manage to travel and make international connections as I’m currently doing, this online summit may be of interest. It’s organized by a number of people from SIETAR.

Living your Ideal Global Life Summit

Are you living your ideal global life? Join us January 13-17, 2014 for our free virtual “Living Your Ideal Global Life Summit” for ideas, tips, and great conversation!

This FREE online summit is your passport for launching your ideal global life in the New Year!

Who you are, where you are, and what you’re doing can’t hold you back from living the rewarding global life you desire.

During the week of January 13-17, 2014 we will explore how these aspects of your life shape your global journey and the global lives of others.

In exclusive interviews with 20 amazing guests, we will cover a range of topics from the basics of global living to going deep under the surface and exploring the topics everyone wants to talk about, but no one has – until now.

Whether you’re a digital nomad, expat, work-at-home mom, or travel newbie, 2014 is the year to launch your ideal global life.

(Organized by the Small Planet Studio – click on the link for all the details of speakers, topics, and schedule)

Save

Qi Wang Schlupp Profile

Qi Wang Schlupp earned her bachelor’s degree in English at Beijing University (1997). Her master’s (Kent State University, 2001) and doctoral degrees (University of Maryland, 2006) were both in communication. She is currently Professor of Communication at Villanova University and Area Coordinator in the Interpersonal Communication specialization.

Her teaching and research interests include intercultural and interpersonal communication, with a focus on conflict management. Recently, she has also conducted and published studies in social media use and its influences on interpersonal communication. She has published research in various key communication journals and books (e.g., The SAGE Handbook of Conflict Communication, Human Communication Research, Journal of Public Relations Research, Communication Quarterly, China Media Research, etc.), and presented conference papers annually at the major scholarly communication organizations such as National Communication Association (NCA) and International Communication Associations (ICA). Her papers have won several Top Paper Awards at NCA. Her doctoral dissertation that theorized conflict avoidance strategies won the 2007 Outstanding Dissertation Award at the International Association for Conflict Management at Budapest, Hungary. She has conducted several funded research projects. Her most recent research that investigates the multinational mining industry in Peru has won the scholarship from the Arthur Page Legacy Center at PSU. She has been named as the 2013-2014 Page Legacy Scholar.

She was the 2013-2014 President of the Association for Chinese Communication Scholars (ACCS) affiliated with NCA. She also served as the Student Board Member at ICA in 2005-2006. She has launched the internship program in Shanghai for the Department of Communication at Villanova University in 2014, and also serves as the vice director of the Center for the Cross-Cultural Education and Communication for the Shanghai Academy of Social Sciences. And she served as Editor-in-Chief of the journal Negotiation and Conflict Management Research from 2019 to 2022.

Key publications

Books

Ni, L., Schlupp, Q. W., & Sha, B.-L. (Eds.). (2022). Intercultural public relations: Realities and reflections in practical contexts. Routledge.
Ni, L., Wang, Q., & Sha, B.-L. (2018). Intercultural public relations: Theories for managing relationships and conflicts with strategic publics. Routledge.

Refereed Journal Articles and Book Chapters

Ni, L., De la Flor, M., Wang, Q., & Romero, V. (2021). Engagement in context: Making meaning of the Latino community health engagement process. Public Relations Review, 47(2).

Wang, Q. (2020). Soong Ching-ling and Soong Mei-ling: For the love of one motherland. In C. C. Chao & L. Ha (Eds.), Asian women entrepreneurship (pp. 93-106). Routledge.

Ni, L., Xiao, Z., Liu, W., & Wang, Q. (2019). Relationship management as antecedents to public communication behaviors: Examining empowerment and public health among Asian Americans. Public Relations Review, 45(5).

Ni, L., Wang, Q., & Gogate, A. (2018). Understanding immigrant internal publics of organizations: Immigrant professionals’ adaptation and identity development. Journal of Public Relations Research, 30(4), 146-163.

Ni, L., Wang, Q., De la Flor, M., & Peñaflor, R. (2015). Ethical community stakeholder engagement in the global environment: Strategies and assessment. Public Relations Journal, 9(1), 1-22.

Ni L., Wang, Q., & De la Flor, M. (2015). Intercultural communication competence and preferred public relations practices. Journal of Communication Management, 19(2), 167-183.

Wang, Q., Fink, E. L., & Cai, D. A. (2015, February). Parasocial Interaction. Comm365: Celebrating 100 years of research. NCA Centennial Special Edition.

Wang, Q., & Bowen, S. P. (2014). The limits of beauty: The impact of physician sex and attractiveness on patient communication perceptions. Communication Research Reports, 31(1), 72-81.

Wang, Q., Ni, L., & De la Flor, M. (2014). An intercultural competence model of strategic public relations management in the Peru mining industry context. Journal of Public Relations Research, 26(1), 1-22.

Wang, Q., & Bowen, S. P. (2014). The limits of beauty: The impact of physician sex and attractiveness on patient communication perceptions. Communication Research Reports, 31(1), 72-81.

Wang, Q., Ni, L., & De la Flor, M. (2013). An intercultural competence model of strategic public relations management in the Peru mining industry context. Journal of Public Relations Research, 0, 1-22. doi: 10.1080/1062726X.2013.795864

Fink, E. L., & Cai, D. A., with Wang, Q. (2013). Quantitative methods for conflict communication research. In J. Oetzel & S. Ting-Toomey. (Eds.), The SAGE handbook of conflict communication: Integrating theory, research, and practice (2nd ed., pp. 41-66). Thousands Oak, CA: Sage.

Wang, Q., Fink, E. L., & Cai, D. A. (2012). The effect of conflict goals on avoidance strategies: What does not communicating communicate? Human Communication Research, 38, 222-252. doi: 10.1111/j.1468-2958.2011.01421.x

Ni, L., & Wang, Q. (2011). Anxiety and uncertainty management in an intercultural setting: The impact on organization-public relationships. Journal of Public Relations Research, 23, 269-301. doi: 10.1080/ 1062726X.2011.582205

Cai, D. A., Fink, E. L., & Wang, Q. (2010). Methods for conflict communication research, with special reference to culture. In D. A. Cai (Ed.) Intercultural communication: Sage benchmarks in communication (Vol. 2, pp. 99-120). Thousand Oaks, CA: Sage [Reprint from 2006].

Feeny, K., & Wang, Q. (2010). Comparing the perceptions of success, attributions, and motivations between the Chinese and the U.S. cultures. China Media Research, 6, 56-66.

Wang, Q. (2010). Cultural individualism-collectivism, self-construal, and multiple goal concerns in interpersonal influence situations: A cross-cultural investigation. In Y. Sun (Ed.), Intercultural studies: New frontiers (pp. 197-217). Beijing, China: Foreign Language Teaching and Research Press.

Wang, Q., Fink, E. L., & Cai, D. A. (2008). Loneliness, gender, and parasocial interaction: A uses and gratifications approach. Communication Quarterly, 56, 87-109. doi: 10.1080/01463370701839057

Cai, D. A., Fink, E. L., & Wang, Q. (2006). Quantitative methods for conflict communication research, with special reference to culture. In J. G. Oetzel & S. Ting-Toomey (Eds.), The SAGE handbook of conflict communication: Integrating theory, research, and practice (pp. 33-64). Thousand Oak, CA: Sage.

Work for CID:

Qi Wang wrote KC53: Conflict Management and then translated it into Simplified Chinese. She also has served as a reviewer for Chinese.

Annenberg-Oxford Media Policy Summer Institute 2014

The Center for Global Communication Studies at the Annenberg School for Communication, University of Pennsylvania and the Programme for Comparative Media Law and Policy at the University of Oxford (PCMLP) are pleased to invite applications to the 16th annual Annenberg-Oxford Media Policy Summer Institute, to be held from Monday, June 30 to Friday, July 11, 2014 at the University of Oxford.

For the past sixteen years, the Annenberg-Oxford Media Policy Summer Institute has brought together young scholars, media lawyers, practitioners, regulators, and activists for two weeks to discuss important recent trends in technology and international politics and the influence that these developments have on global media policy. The objective of the program is to help prepare, motivate, encourage and support students and practitioners who aspire to pursue a career in communications media, may it be in academia, business or in policy-related fields. Participants come from around the world; countries represented at previous summer institutes include Myanmar, Bosnia and Herzegovina, Iran, Kenya, China, Brazil, Egypt, Nigeria, Jordan, Italy, Iran, Colombia, El Salvador, among others.

Annenberg-Oxford alumni continue to engage in the program and collaborate through network ties that are furthered throughout the years. To learn more about past participants, speakers, and curricula, please click here.

Applications are welcomed from students and practitioners working in communications, media, law, policy, regulation, and technology. We are especially interested in applicants with specific research projects focusing on issues surrounding global internet policy and politics, media and peace-building, freedom of expression, and media development.

For questions, please email Laura Schwartz-Henderson. Limited funding is available for a select number of participants, although applicants are encouraged to seek alternative funding sources.

CFP Open Spaces for Interaction & Learning Diversities

CFP
Open Spaces for Interaction and Learning Diversities
27-30 August 2014 – Padova, Italy

Special Interest Groups 10, 21, and the new SIG on Education Theory of the European Association for Research in Learning and Instruction (EARLI) are jointly sponsoring the Conference ‘Open Spaces for Interaction and Learning Diversities’.

What are the challenges that global movements and cross-cultural communication continue to pose to many areas of teaching, learning and education? SIG 10 and 21 have devoted their efforts to studying social and cultural interactions and cultural diversity in teaching and learning settings. With increasing dynamics and diversity in most societies (i.e., offline and online mobility, inter-institutional collaborations, migrations and intercultural encounters, individual transitions) this area of research becomes even more important in learning research. Over time, the changes in social, cultural and political contexts result into cultural diversity being ignored or rejected across many countries in Europe. It is the denial or hidden nature of diversity in educational settings and learning processes, reflected in the marginalisation of this topic, that we would like to address. Therefore, we would like to open up spaces to talk, promote and fight for the relevance of addressing learning diversities. This may include current and new directions for theoretical and methodological discussions. These may be spaces of interaction and diversity research across single or multiple moments, different contexts and various time scales.

The focus of this meeting is to examine the dynamics by which practices of learning and their associated institutions evolve. Learners and educators move through different social spaces, meet and interact; whilst bringing with them their languages, bodies of knowledge, values and cultural references. This theme provides ample space for discussion both for the separate SIGs – social interaction in learning and instruction, as well as cultural diversity – and for the SIGs jointly. In addition, special attention will be given to the educational realities and challenges in Italy today. The meeting is continuing the reflection started in Belgrade in 2012 at the Patchwork: Learning Diversities and in Utrecht 2010, at the Moving through cultures of learning meeting.

Save

CFP CA series in public anthropology competition

INTERNATIONAL PUBLISHING COMPETITION CALIFORNIA SERIES IN PUBLIC ANTHROPOLOGY

The California Series in Public Anthropology encourages scholars in a range of disciplines to discuss major public issues in ways that help the broader public understand and address them. Two presidents (Mikhail Gorbachev and Bill Clinton) as well as three Nobel Laureates (Amartya Sen, Jody Williams, and Mikhail Gorbachev) have contributed to the Series either through books or forewords. Its list includes such prominent authors as Paul Farmer co-founder of Partners in Health, Kolokotrones University Professor at Harvard and United Nations Deputy Special Envoy to Haiti.

Each year the Series highlights a particular problem in its international competitive call for manuscripts. The focus this year will be on INEQUALITY IN AMERICA

We are particularly interested in authors who convey both the problems engendered by inequality as well as ways for addressing it. Prospective authors might ask themselves: How they can make their study “come alive” to a range of readers. They might, for example, focus on the lives of a few, select individuals tracing the problems they face and how, to the best of their abilities, they cope with them. Prospective authors might examine a specific institution and how, in various ways, it perpetuates inequality. Or authors might describe a particular group that seeks to address a particular facet of the problem. There is no restriction on how prospective authors address the topic of Inequality in America – only an insistence that it be presented in a way that attracts a range of readers into thinking thoughtfully about the issue (or issues) raised. The book’s primary intended audiences tend to be college students as well as the general public.

The University of California Press in association with the Center for a Public Anthropology will review proposals for publication independent of whether the manuscripts themselves have been completed. The proposals can describe work the author wishes to undertake in the near future or work that is currently underway. The proposals submitted to the competition should be 3-4,000 words long and describe both the overall work as well as a general summary of what is (or will be) in each chapter. We expect the completed, publishable manuscripts to be between 200-250 pages (or 60,000-80,000 words) excluding footnotes and references. Examples of the types of analyses we are looking for might be:

In Search of Respect: Selling Crack in El Barrio by Philippe Bourgois
Nickeled and Dimed: On (Not) Getting By in America by Barbara Ehrenreich,
Someplace Like America: Tales From the New Great Depression by Dale Maharidge
Fire in the Ashes: Twenty-Five Years Among the Poorest Children in America by Jonathan Kozol
There Are No Children Here: The Story of Two Boys Growing Up in the Other America by Alex Kotlowitz

We are interested in establishing committed, supportive relationships with authors that insures their books are not only published but are well publicized and recognized both within and beyond the academy. We are committed to insuring the success of winning proposals.

DEADLINE FOR SUBMISSIONS IS MARCH 17, 2014 Submissions should be emailed with the relevant material enclosed as attachments. They can also be sent to: Book Series, 707 Kaha Street, Kailua, HI. Questions regarding the competitions should be directed to Dr. Rob Borofsky.

All entries will be judged by the Co-Editors of the California Series in Public Anthropology: Rob Borofsky (Center for a Public Anthropology & Hawaii Pacific University) and Naomi Schneider (University of California Press)

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this:

Share this: