Global Case Study Challenge Virtual Exchange (Austria)

“Collaborative

2022 Global Case Study Challenge Virtual Exchange/COIL, Global Work Competency Laboratory, Klagenfurt, Austria. Deadline: 15 August 2022.

COIL Connect 2

The Global Case Study Challenge (GCSC) is an award-winning 8-week teaching and learning program for BA and MA-level students. It’s a high-impact career-oriented VE focusing on collaborative global virtual teamwork and the development of intercultural, digital communication and sustainability competencies.

Organizers are excited to be moving into the fifth iteration of the GCSC. To date, 1450 students and 50 educators from 30 universities across 20 different countries have worked together in the GCSC on real-life business cases in 380 Global Virtual Teams.

Feel free to share with interested colleagues across the globe.

Sign-up here.

Participants Needed: Immigrant Women Scholars (Online Survey)

“CollaborativeParticipants Needed: A Study on the Experiences of Immigrant Women Scholars and Educators during the COVID-19 Pandemic. Deadline: data collection ends 10 May 2022.

Please help if you fit the description below, and have time.

“I am conducting a study on the experiences of immigrant women scholars and educators, i.e., Assistant Professors, Graduate Teaching or Research Assistants, Postdoctoral Fellows, Part-Time or Full-Time Instructors during the COVID-19 pandemic. Participants will complete a technology-mediated 20 to 30 minutes interview (through Zoom). To participate, you must be 18 years or older and a non-US citizen employed and living in the US throughout the COVID-19 pandemic.

Please share this research call with your friends and students who fit the inclusion criteria. For additional information, kindly contact the primary investigator, Oluwadamilola Opayemi. Utah State University IRB has approved this study [Protocol #12729].

Thank you in advance for your contribution to my research.”

Oluwadamilola Opayemi, Ph.D.
Postdoctoral Teaching Fellow
Department of Communication Studies and Philosophy
Utah State University

Call for PEaCH Ambassadors for Bilingualism (Online)

“Collaborative

Call for PEaCH Ambassadors, PEaCH Project, Ghent University, Ghent, Belgium. Note the short deadline: 15 January 2021.

 

PEaCH stands for “Preserving and promoting Europe’s cultural and linguistic heritage through empowerment of bilingual children and families.” The project supports European families raising bilingual and multilingual children. PEaCH will do this in the form of a handbook for parents, informative videos and an online collection of ready-to-use materials in 24 EU languages. PEaCH will also offer advice to educators interested in this topic as well as create a European network of PEaCH Ambassadors.

The PEaCH Ambassadors will represent the PEaCH Project on a local and national level in their respective language regions. They will support families and educators raising bilingual and multilingual children by promoting the PEaCH Project’s positive message about bilingualism and sharing the PEaCH materials. The PEaCH Ambassadors will be officially recognized and listed on the PEaCH website. PEaCH will offer training for the role through webinars, discussions with project partners and peers, as well as online documents and platforms. This is an unpaid volunteer position. We would want PEaCH Ambassadors to spend a minimum of two hours per month in their role, but of course welcome additional time spent on sharing our message.

To apply, please send an email message to the PEaCH Project (not to CID!) by close of the 15th of January 2021 with the following information:

  1. Your name, where you live and which languages you speak. Please add links to any online presence (not required).
  2. Brief description of your background, with emphasis on the language aspect (CV not required), as well as of any other activities related to bilingualism.
  3. Why you are interested in becoming a PEaCH Ambassador.
  4. How you are in contact with multilingual families through your work or other activities.

How to raise a bilingual childThe parent guide How to raise a bilingual child has been already released in English.

The French, German, Italian, Romanian, and Spanish versions will be published between now and early April 2021.

A variety of other resources are also available at the same link.

GC Human Rights Preparedness Initiative (Italy)

“CollaborativeEach pandemic is different. At the same time, each is also the latest in a long line, which means there are lessons to be learned from the past, and preparations that can be made for the future. The Global Campus of Human Rights is proud to present its new open initiative GC Human Rights Preparedness, a space for collaboration on the role that human rights must play in addressing the persistent challenges of pandemics and other emergencies.

By identifying good practices in a variety of areas related to human rights and democratisation, GC Human Rights Preparednesswill shape significant knowledge with relevance to the post COVID-19 world. The initiative is curated by an editorial team supported by a multiregional and multidisciplinary group of reviewers and advisors whose knowledge and expertise are best suited to discuss complex issues.

If you want to know more about the project, or if you wish to submit your contribution, please visit  the site or contact the GC Team via email.

Women’s Actions To Counter Hate Speech (Cameroon)

“CollaborativeThe Cameroonian Committee for the Promotion of Women’s Human Rights (Comité Camerounais de Promotion des Droits Humains des Femmes, CPDF), a women’s organization based in Cameroon in Central Africa, is looking for a US-based organization with which to develop a partnership as part of a project to counter hate speech in Cameroon.

The Women’s Actions To Counter Hate Speech (WATCH SPEECH) project deals with the dissemination of hate speech in Cameroon. It offers an approach to fight hate speech online and in person, through media and information education, and the strengthening of intercultural skills of young beneficiaries.

Cameroon is an ethnically diverse country with about 250 groups. Cameroon’s ethnic community has been known to coexist in peace, and no particular group had political influence over the affairs of the country. These groups contribute to the cultural diversity of the country. But insecurity is increasing in the country, due to terrorism and the resurgence of separatist impulses in the two anglophone northwest and southwest regions. this situation contributes to increasing the tension between the main ethnic groups and between francophones and anglophones. . . Public hatred and socio-ethnic stigma are taking on alarming proportions. The phenomenon has taken on such alarming proportions that the government decided to present a bill to the National Assembly to punish contempt of the tribes and incitement to tribal hatred. . . A tremendous number of intolerant and hateful messages are now exchanged by young Cameroonians on social networks. Hate speech in Cameroon unites and divides at the same time. It creates “us” and “them”. Indeed, while statistics offering a global overview of the phenomenon are not available, both civil society organizations and officials have recognized that hateful messages disseminated online by Cameroonians against Cameroonians are increasingly common and have elicited unprecedented attention to develop adequate responses. . .

The Cameroonian Committee for the Promotion of Women’s Human Rights has chosen to act to counter hate speech in Cameroon. This will be done by promoting peace and security, alternatives to violence to resolve conflicts, tolerance, and mutual understanding between ethnic groups.

Read the full description of the project in the PDF. Contact information is included. If you are able to help, please contact CPDF directly.

 

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.”

Intercultural Couples Wanted for TV Production

Collaborative OpportunitiesCID has been asked to share the following flyer. There is no specific deadline, but this is being posted August 20, 2018.

Intercultural Couples Wanted

IPA 2019 Panel: Pragmatics at the Margin (Hong Kong)

Collaborative OpportunitiesOpen invitation to participate in a panel, from Concha M. Höfler, Durham University, UK:

“We’re organising a panel at next year’s 16th International Pragmatics
Conference Pragmatics at the Margins in Hong Kong, 9-14th of June 2019, and hereby invite you to contribute. Deadline: 15 October 2018.

*Dealing with Marginality: Categories and Positioning in Interaction*

The question of marginality is more often than not conceptualized as one of (hegemonic) social and spatial exclusion (Leimgruber 2004; Weisberger 1992, Sassen 2016): individuals and/or perceived groups are marginalized by a societal majority and in the process they are portrayed as both voiceless and without agency.

Continue reading “IPA 2019 Panel: Pragmatics at the Margin (Hong Kong)”

CMMI CosmoKidz Expansion to 8-15 Year Olds

Collaborative OpportunitiesThe Coordinated Management of Meaning Institute (CMMI) is asking for help:

“We created CosmoKidz as one way to help young children develop relational awareness and skills. By now, we have more than four years’ worth of research to confirm what we thought: It works!

CosmoKidz only covers the age group from 4-7 year olds and now we want to go beyond. We imagine creating something for the 8-11 year olds—CosmoTweenz—and for the 12-15 year olds— CosmoTeenz. The social challenges for each of these age groups will most probably vary, and we need their own words, stories, experiences to describe what they are struggling with in their social world. This is where we need your help!

If you are close to children/young people in these age groups, either as a parent, friend, relative, or in a professional manner, and you’d like to offer ideas we’d love to hear from you. If you see this as an opportunity to work collaboratively with us we’d also love to hear from you. Our next steps offer some exciting research opportunities as well as significant opportunities for developing new teaching aids.

Continue reading “CMMI CosmoKidz Expansion to 8-15 Year Olds”

Open Lines to Intercultural Dialogue

Job adsLabforculture.org ran an interesting project, called “Open Lines for Intercultural Dialogue.” It is now closed to new participants, but the results are still available, and may be interesting to review.

“The project undertakes to visualise language. Open Lines to Intercultural Dialogue will invite people from around the world to share their personal interpretations of intercultural dialogue. You will be asked to translate ‘intercultural dialogue’ into your own language and to give a one line description of what it means to you, in your own language. Then translate your description into English yourself and send both the original language line and the translation to LabforCulture.

The lines, in both original languages and in English, will be collected on LabforCulture.org. Their similarities and variations will be traced and connected within a lyrical interface design. Visitors will be able to intuitively navigate through the interpretations, deriving their own associative meanings from the existing lines while being encouraged to add their own.”

(For those interested, the replacement website is ECF Labs.)

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