Category: Profiles

Lidia Varbanova Profile

ProfilesDr. Lidia Varbanova has professional experience as a consultant, lecturer, researcher, program manager and coach in over 60 countries worldwide.

Lidia Varbanova

She has provided consultancy and research services, including on intercultural dialogue. Lidia’s professional expertise covers topics as diverse as strategic planning and development in a cross-cultural context, cultural policy related to interculturalism, cultural management in a multicultural environment, innovative marketing and fundraising in the cultural sector, international cultural cooperation, managing cultural content online and building up complex online portals and resources tools.

Her latest books are: International Entrepreneurship in the Arts (2016) and Strategic Management in the Arts (2012), published by Routledge.

In the last several years she has been a regular visiting professor at the City University, London; University of Arts, Belgrade; external examiner with the Utrecht School of the Arts, the Netherlands and trainer under long-term capacity building programs for key cultural organisations in Kaliningrad, Ukraine and Moldova, supported by the ECF, the European Commission and MATRA program. She has been a visiting professor at Dartington College for the Arts, and  the University of Cambridge.

Lidia is currently the Program Director of the MA Program in Management of Performing Arts and Industries, and Professor at the National Academy of Theatre and Film Studies in Sofia, regular visiting Professor at the University of Arts in Belgrade, Sibelius Academy in Helsinki and Hassan II University in Casablanca. She is also a member of the UNESCO Expert Facility for the implementation of the 2005 Convention on Cultural Diversity. Lidia is involved in practical projects – her new initiative is Kamenov House for Creative Thinking: an authentic place for artists and academia to create or hatch a new idea in a beautiful rural environment.

Prue Holmes Profile

ProfilesPrue Holmes is Senior Lecturer in International and Intercultural Education in the School of Education, Durham University. She has also taught intercultural communication at the University of Waikato, New Zealand, and English as a Foreign Language and English language teacher education in Italy, China, and Hong Kong.

Her research has been published in international journals and includes, most recently, a special issue on intercultural dialogue in the Journal of International and Intercultural Communication. Current research interests continue to explore intercultural dialogue in expanded contexts such as internationalisation. Other research includes the intercultural communication and learning experiences of international and Chinese students; intercultural competence, immigrant communication experiences; and intercultural education. She has received commissions from UNESCO to research intercultural communication in the Asia-Pacific region, and from Education New Zealand and the Ministry of Education (International), New Zealand, to research international and Chinese students’ learning and intercultural communication experiences.

Prue supervises post-graduate theses and dissertations in intercultural communication, identity, and competence; international and intercultural education; English and foreign language education; and Chinese and other international students’ learning and communication experiences. She also teaches modules in international and intercultural education and communication at post-graduate and under-graduate levels.

Prue was co-chair of the International Association of Language and Intercultural Communication (IALIC) and hosted the conference at Durham University in December 2012.

Work for CID:

Prue Holmes was one of the participants at the National Communication Association’s Summer Conference on Intercultural Dialogue in Istanbul, Turkey, which led to the creation of CID, and one of the editors of the book resulting from that event, Case Studies in Intercultural Dialogue. She has also co-authored a guest post on Critical Intercultural Pedagogy for Difficult Times.

WU Zongjie Profile

ProfilesWu Zongjie is Professor at the School of International Studies, Zhejiang University, Director of Institute of Cross-Cultural Studies. His work is also associated with the Centre of Contemporary Chinese Discourse Studies, and Centre for Intangible Cultural Heritage Studies.

He received his doctorate degree from Lancaster University, UK in the area of linguistics. His research interests include cross-cultural studies of traditional Chinese discourse and communication, cultural heritage and memory, and ethnography of Chinese traditional cultures. His research in general aims to promote the cultural diversity and cross-cultural understanding through interdisciplinary approaches. His commitment to China studies for worldwide communication has resulted in fresh and innovative thinking about the way how traditional Chinese culture and knowledge could be properly represented and interpreted in the modern world. A common thread that runs through his work is the philosophical perspective on the relationships of being (life), knowing and naming (representation) in the context of cultural dialogue between the East and West. His grass-rooted ethnographic project on Dongwushan Heritage Village and rural economic development has received great attention from local government, Chinese media and academia.  He has been invited to lecture both in China and across the world.

Selected publications

2011 (co-author with Yu Hua) 《史记》叙事范式与民族志书写的本土化 (Narrative Paradigm of Shiji and the Indigeneity of Ethnography)《广西民族大学学报》 (Journal of Guangxi University for Nationalities) Vol.33(1).

2010 (co-author with Hu) 超越表征：中国话语的诠释传统及其当下观照 (Beyond the Limit of Representation: Hermeneutical Tradition of Chinese Discourse).文史哲(Journal of Literature, History and Philosophy)2010(4).

2010 (co-author with Han) Cultural Transformation of Educational Discourse in China: Perspectives of Multiculturalism/Interculturalism.(多元文化与跨文化视角下中国教育话语的文化转型） In Grant, Carl A & Agostino Portera (eds.) Intercultural and Multicultural Education: Enhancing Global Interconnectedness. New York: Routledge.

2010 (co-author with Hu)，Ritual Hermeneutics as the Source of Meaning: Interpreting the Fabric of Chinese Culture (礼悟作为意义来源:中国文化组织诠释) China Media Research,Vol.6(2).

2009. Wu, Z. J. & et al. Living and Touring the Past: A Report on the Cultural Heritage in Dongwushan Village. Hangzhou: Institute of Discourse & Cultural Studies & Centre for Intangible Heritage Studies of Zhejiang University.

2009 封建话语的叙述想象 (Narrative Imagination in Feudalism discourse),叶文宪，聂长顺 （编）《中国“封建”社会再认识》,中国社会科学出版社.

2009 (co-author with Jiang)中国文化人类学研究的话语转向(Discourse Turn in the Study of Chinese Cultural Anthropology)《浙江大学学报 》(Journal of Zhejiang University, Vol.39(5).

2009 (co-author with Hu) 从先秦与晚清文本看女性身份的话语变迁：一种谱系学的话语分析. (Cultural Transformation of Chinese Women Discourse: A Cross-Cultural Analysis in the Perspective of Genealogy)《中国社会语言学》(Journal of Chinese Sociolinguistics) Vol.13(2).

2009 外语学科知识谱系学考辨 A Genealogy of Foreign Language as Disciplinary Knowledge《广东外语外贸大学学报 》Vol.20(4) 64-68.

2008 历史学的解构与重构：泛化“封建”的话语分析 (Deconstructing and Reconstructing Metahistorical Discourse: The Generalization of “Feudalism” as a Historical Term) 《武汉大学学报》Vol.61(5) 522-527.

2008 外语教师发展的研究范式 (Research Paradigms for the Studies of Language Teacher Development) 《外语教学理论与实践》(原国外外语教学) Vol.2008(3) 55-60.

2008 外语教学研究新视野:从教学走向教师 (New Horizon for Language Teaching Research: From Teaching to Teacher)《中国外语教育》Vol.1(1).

2008 (co-author with Huang) 探索型外语课程：RICH课程实践与教师发展 (Exploratory Practice for Language Curriculum: The Case of RICH), 吴一安,周燕（编）《中国高校英语教师教育与发展研究》,外语教学与研究出版社.

2007 (co-author with Xiong Jingju) 师徒教师教育中的身份转变 (Identity Transformation in Mentoring Practice for Teacher Education) 宁波大学学报 (Journal of Ningbo University) Vol.29(3) 33-37

2007 (co-author with Lu Huixia) 自主教学与教师专业发展 (Autonomy and Teachers’ Professional Development: A Biographic Inquiry) 《当代教育科学》( Contemporary Education Science).

2007 (co-author with Shao Huijuan) Nurturing Language Learner Autonomy Through Caring Pedagogic Practice. In Barfield, Andy & Steve Brown (eds) Reconstructing Autonomy in Language Education:Inquiry and Innovation: Palgrave Macmillan.

2007 (co-author with Lv Qingxia Discourse of Chinese Medicine and Westernization. In Shi-xu (ed.) Discourse as Cultural Struggle. Hong Kong University Press

2006 (co-author with Yin Qiping) 探索超学科外语教育课程体系 （Exploring Transdisciplinary Curriculum for Foreign Language Education). Proceedings of Eastern China Annual Conference on Foreign Language Education.

2006 (co-author with Lv Qingxia 中医语言西化的话语秩序分析 (Discursive Transformation of Chinese Traditional Medicine) 医学与哲学(Medicine and Philosophy) Vol 27(4).

2006 Understanding Practitioner Research as a Form of Life: An Eastern Interpretation of Exploratory Practice. Language Teaching Research, 2006 ， Vol. 10.

2006 中西话语权势关系的语言哲学探源:话语学的文化研究视角(Exploring Philosophical Foundations of Doing Critical Discourse Studies in China), 浙江大学学报 (Journal of Zhejiang University, Vol.36(2).

2005 Teachers’ Knowing in Curriculum Change: A Critical Discourse Study of Language Teaching, Beijing: Foreign Language Teaching and Research Press

2005 (co-author with Lv Qingxia 中医话语的语言哲学分析 (Philosophical investigation on the discourse of traditional Chinese medicine) 浙江中医学院学报 Vol.29(6)

2005 Being, Understanding and Naming: Teachers’ Life and Work in Harmony, International Journal of Educational Research, Vol. 41 307-323

2005 (coauthor with Huang et al.) 外语课程与教师发展 (Curriculum and Language Teacher Development). Beijing: People Educational Press & Aihui Educational Press

2005 (co-editors with Fang, & Zhao) Cultural Diversity of Discourses: Facilitate Coexistence and Harmony. Hangzhou: Zhejiang University Press

2004 论证中的话语混杂：外语测试的社会分析 (Heteroglossia in Argumentation: A Critical Discourse Analysis of Language Testing) 外国语(Journal of Foreign Languages), 2004(5) 2004

2004 抑制课程自主性的控制符号:教师发展的话语权 (Symbolic Control of Curricular Autonomy) 外语与外语教学 (Foreign Languages and Teaching)  2004(6).

2004 Research-Based Curriculum for Language Education. China Educational Reform, Series No. 41.

2004 Rationality of Genre US-China Foreign Language, Vol.2(1)

Ifat Maoz Profile

ProfilesIfat Maoz (Ph.D.) is a social psychologist, an associate professor in the Department of Communication, the Hebrew University of Jerusalem, Israel, and Director of the Smart Communication Institute at Hebrew University.

She has been a visiting scholar at the Psychology Department of Stanford University (1996) and at the Asch Center for Study of Ethnopolitical Conflict (originally based at the University of Pennsylvania, then at Bryn Mawr College, 2002-3, 2006-8). Her current main interests include psychological and media-related aspects in conflict and peace making, processing of social and political information and dynamics of intergroup communication in conflict.

She may be contacted via email.

Selected Publications:

Maoz, I. (2011).   Contact in protracted asymmetrical conflict: Twenty years of planned encounters between Israeli Jews and Palestinians. .Journal of Peace Research, 48(1), 115-125.

Maoz, I.. & McCauley, C. (2011). Explaining support for violating outgroup human rights in the Israeli-Palestinian conflict: The role of attitudes toward general principles of human rights, trust in the outgroup, religiosity and intergroup contact. Journal of Applied Social Psychology, 41(4), 889-903.

Maoz, I. (2010). The asymmetric struggle for hearts and minds of viewers. Dynamics of Asymmetric Conflict, 3(2), 99-110 .

Maoz, I., Freedman, G., & McCauley, C.  (2010). Fled or expelled? Representation of the Israeli-Arab conflict in U.S. high school history textbooks. Peace and Conflict: Journal of Peace Psychology, 16(1), 1-10.

Maoz, I., Freedman, G., & McCauley, C.I (2010). Fled or expelled? Representation of the Israeli-Arab conflict in U.S. high school history textbooks. Peace and Conflict: Journal of Peace Psychology, 16(1), 1-10.

Ron, Y., Maoz, I.  & Bekerman, Z. (2010). Dialogue and Ideology: The Effect of Continuous Involvement in Jewish-Arab Dialogue Encounters on the Ideological Perspectives of Israeli-Jews. International Journal of Intercultural Relations, 34(6), 571-579.

Maoz, I. (2009). The Women and Peace Hypothesis? The Effect of Opponent-negotiators’ Gender on Evaluation of Compromise Solutions in the Israeli-Palestinian Conflict. International Negotiation, 14, 521-538.

Maoz, I. & McCauley C. (2009). Threat perceptions and feelings as predictors of Jewish-Israeli support for compromise with Palestinians. Journal of Peace Research, 46(4).

Maoz, I., Shamir, J., Wolfsfeld G. & Dvir, S. (2009). Psychological Correlates of Public Support for Reconciliation: The Israeli-Jordanian Case. Peace and Conflict Studies, 16(1), 31-42.

Maoz, I. (2008). “They watched a terrorist” responses of Jewish-Israeli viewers to an interview with a Palestinian terrorist. Peace and Conflict: Journal of Peace Psychology. 14(3), 275-290.

Maoz, I.  & Ellis, D. (2008). Intergroup Communication as a Predictor of Jewish-Israeli Agreement with Integrative Solutions to the Israeli-Palestinian Conflict: The Mediating Effects of Outgroup Trust and Guilt . Journal of Communication, 58, 490-507 .

Maoz, I. & McCauley C. (2008). Threat, dehumanization and support for retaliatory-aggressive policies in asymmetric conflict. Journal of Conflict Resolution, 52 (1), 93-116

Maoz, I., Bar-On, D. & Yikya, S. (2007). “They understand only force”: A critical examination of the erruption of verbal violence in a Jewish-Palestinian dialogue. Peace and Conflict Studies, 14(2), 27-48.

Maoz, I. & Eidelson R. (2007). Psychological bases of extreme policy preferences: How the personal beliefs of Israeli-Jews predict their support for population transfer in the Israeli-Palestinian conflict. American Behavioral  Scientist. 11.

Maoz, I. , Yaniv, I. & Ivri, N. (2007). Decision Framing and Willingness to make compromise in the Israeli-Palestinian conflict. Journal of Peace Research, 44 (1), 81-91.

Ellis, D. & Maoz, I.  (2007). Online arguments between Israeli-Jews and Palestinians. Human Communication Research, 33, 291-307.

Maoz, I. (2006). The effect of news coverage concerning the opponents’ reaction to a concession on its evaluation in the Israeli-Palestinian conflict. Harvard International Journal of Press/Politics, 11(4), 70-88.

Maoz, I., & McCauley, R. (2005). Psychological correlates of support for compormise: A polling study of Jewish-Israeli attitudes towards solutions to the Israeli-Palestinian conflict. Political Psychology, 26, 791-807.

Maoz, I. (2004). Peace building in violent conflict: Israeli-Palestinian Post Oslo people to people activities. International Journal of Politics, Culture and Society, 17(3), 563-574.

Maoz, I. (2004). Coexistence is in the eye if the beholder: evaluating intergroup encounter interventions between Jews and Arabs in Israel. Journal of Social Issues, 60(3), 403-418.

Maoz, I.  Bar-On, D. Bekerman, Z. and Jaber-Massarawa, S. (2004). Learning about ‘good enough’ through ‘bad enough’: A story of a planned dialogue between Israeli Jews and Palestinians. Human Relations, 57 (9), 1075-1101.

Helen Sun Profile

ProfilesHelen Sun, originally from the People’s Republic of China, earned her Ph. D. in Mass Communication from Florida State University in 2003.

An Associate Professor of Communication, Sun is currently teaching in the Department of Visual and Performing Arts at the University of Texas – Permian Basin (USA). Sun’s scholarly interests include freedom of expression, digital censorship, communication/ telecommunications policy, and intercultural communication.

Sun’s book Internet Policy in China: A Field Study of Internet Cafes has been published by Lexington Books-A Division of Rowman & Littlefield (July, 2010). It is the very first book, internationally, on Internet cafes, in which Sun has coined the terms “digital dictatorship” and “E-public Sphere,” discussing the important topic of Internet freedom in China (www.sundialogue.com).

In July 2010, Sun was invited by US Department of Commerce-Patent & Trademark Office (PTO) as a key-note speaker to present her book on Chinese Internet cafes at PTO’s Global Intellectual Property Academy. Later, Sun was interviewed by the Chronicle of Higher Education.

Zvi Bekerman Profile

ProfilesZvi Bekerman, Ph.D. teaches anthropology of education at the School of Education and The Melton Center, Hebrew University of Jerusalem. He is also a Research Fellow at the Truman Institute for the Advancement of Peace, Hebrew University and a faculty member of the Mandel Leadership Institute.

His main interests are in the study of cultural, ethnic and national identity, including identity processes and negotiation during intercultural encounters and in formal/informal learning contexts. His recent research has focused on the different ways in which adults/teachers and children manage communication conductive to identity construction and negotiation and the relevance attached to identity construction and negotiation in educational contexts in general and more specifically educational contexts in conflict ridden societies.

Since 1999 he has been conducting a long term ethnographic research project in the integrated/bilingual Palestinian-Jewish schools in Israel. He has also recently become involved in the study of identity construction and development in educational computer-mediated environments. In brief, his interests lie in human learning processes, their development, and practice, both in formal/informal and real/virtual environments. He has published numerous papers in these fields of study and is the Editor (with Seonaigh MacPherson) of the refereed journal Diaspora, Indigenous, ad Minority Education: An International Journal (Routledge, 2007). Among his recently published books: with Michalinos Zembylas, Psychologized language in education: Denaturalizing a regime of truth (Palgrave Macmillan, 2018); The Promise of Integrated, Multicultural, and Bilingual Education: Inclusive Palestinian-Arab and Jewish Schools in Israel (Oxford University Press, 2016); with Diana Silberman-Keller, Henry A. Giroux, and Nicholas Burbules, Mirror Images: Popular Culture and Education (2008); with Nicholas Burbules and Diana Keller Silverman, an edited volume entitled: Learning in Places: The Informal Education Reader (Peter Lang, 2006); with Claire McGlynn a volume entitled Addressing Ethnic Conflict through Peace Education: International Perspectives (Palgrave McMillan, 2007); and with Ezra Kopelowitz Cultural Education-Cultural Sustainability: Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies (Routledge, 2008).

He can be reached via email.

Work for CID:

Zvi Bekerman wrote a guest post, Multi/Cross-Cultural Education in Need of Paradigmatic Change.

Andrew Carlin Profile

ProfilesAndrew Carlin (PhD University of Stirling, 2000) is an ethnographer and information specialist based in England. Currently he teaches Sociology at Manchester Metropolitan University.

He has led and participated in numerous ethnographic inquiries in various settings and locations, including Belgium, England, Ireland, Northern Ireland, Scotland, and the United States. His doctoral work in Scotland was followed by a postdoctoral position at University College Dublin, Ireland; he returned to UCD as a College Lecturer at the School of Information & Library Studies. He has numerous teaching interests in Sociology and in Library & Information Studies.

His main research interests are the linguistic constitution of research methods and the social organization of scholarly communication; hence, his recent research focuses on Harold Garfinkel’s notion of ‘corpus status’. In a range of international, peer-reviewed journals and edited collections he has written about literature reviews and reference sections as ‘assembled objects’, the discipline-specific auspices of interdisciplinary research, mundane texts, and the social organization of public spaces.

For regular updates on current work see:
https://www.researchgate.net/profile/Andrew_Carlin2

Recent publications include:

Carlin, Andrew P. 2017. Navigating the walkways: Radical inquiries and mental maps. Ethnographic Studies. 14, 24-48

Carlin, Andrew P. 2016. On some limits of interdisciplinarity. Social Epistemology. 30 (5-6), 624-642

Carlin, Andrew P. 2014. Working the crowds: Features of street performance in public space. In City Imaging: Regeneration, Renewal, and Decay, Ed. T. Brabazon, pp. 157-169. Dordrecht: Springer.

Carlin, Andrew P. & Slack, Roger S. 2013. Eds. Egon Bittner: Phenomenology-in-Action. Ethnographic Studies. 13, xxi+304

He can be contacted via email.

Patricia O. Covarrubias Profile

ProfilesPatricia O. Covarrubias (Ph.D. University of Washington, 1999) is Professor and Director of the Graduate Program in the Department of Chicana and Chicano Studies at the University of New Mexico (UNM). She is former faculty in the Department of Communication and Journalism, also at UNM in Albuquerque, New Mexico.

Patricia Covarrubias

Her previous careers include work as a broadcast journalist for KCRA-TV (NBC affiliate in Sacramento, California) and owner of OCELOTL, a consulting company providing presentation skills to US and Japanese business persons. Her academic research focuses on understanding and describing how local cultures influence people’s ways of communicating and vice versa, and on describing how culturally-grounded communicative practices reflect and create a unique life for groups of people. Ultimately, she is interested in the influence of culture and cultural diversity in the activities and events of everyday life across a variety of contexts. Her research goals include contributing to the ethnography of communication, to language and social interaction approaches, and to Mexicanx and Chicanx communicative practices. Further, her aim is to contribute to cultural and intercultural communication, metaphors as communication, and the much-understudied area of generative communicative silence. In whatever context, her professional passions and research impetus are driven by personal ideals for achieving social inclusivity and justice, improving institutional (and other) contexts, more peaceful living, richer multicultural experience, and greater benefits from our human socio-cultural distinctiveness.

In the area of communicative silence she is interested in exploring silences as “generative” rather than “consumptive” enactments.  For example, she studied silence as a generative means for perpetuating, particularizing, and/or protecting culture. To this research she would like to add uses of silence to enact social resistance for purposes of emancipation. Also, she is interested in studying the kinds of social worlds people create when competing culturally situated silences collide. For example, using American Indian examples, she has taken a critical look at silence enactments that reveal “discriminatory silence” within the context of the college classroom. In future work, she hopes to explore the silencing of women who practice orthodox religions, particularly to not exclusively, in college contexts. The study of communicative silence is a much under-studied and under-theorized aspect in the field of communication, among other academic fields, and her goal is to contribute to centralizing its importance in studies about human communication.

Her past research includes ethnographic investigation of the ways of speaking of native Mexican construction workers and the ways they use pronominal address to create interpersonal webs that, in turn, enabled them to achieve workplace cooperation. This work was published as, Culture, Communication, and Cooperation: Interpersonal Relations and Pronominal Address in a Mexican Organization. Also, she co-authored Among Cultures: The Challenge of Communication, a textbook that applies the Ethnography of Communication and narrative approaches to the study of cultural communication. And, she was writer, co-producer, co-director, and co-editor of Trenzas: Margaret Montoya Stories, a documentary about the first Chicana to be admitted to Harvard Law School.

Books:

Hall, B. J., Covarrubias, P. O., & Kirschbaum, K. (2018). Among cultures: The challenge of communication (3rd ed.). London: Routledge.

Covarrubias, P. (2002) Culture, communication, and cooperation: Interpersonal relations and pronominal address in a Mexican organization. Bounder, CO: Rowman and Littlefield.

Creative Productions:

Covarrubias, P. (2019). Originator, writer, co-producer, co-director, co-editor of documentary. Trenzas: Margaret Montoya Stories.

Recent articles and chapters:

Covarrubias, P., Kvam, D., & Saito. M. (2019). Symbolic agonistics: Stressing emotion and relation in Mexican, Mexican@, and Japanese discourses. In M. Scollo & T. Milburn (Eds.) Engaging and transforming global communication through cultural discourse analysis: A tribute to Donal Carbaugh (pp. 179-194). Denver, CO: Rowman & Littlefield.

Covarrubias, P. (2017). Respeto [respect] in disrespect: Clashing cultural themes within the context of immigration. In D. Carbaugh (Ed.) The handbook of communication in cross-cultural perspective (pp. 208-221). London: Routledge.

Covarrubias, P., & Windchief, S. (2009) Silences in stewardship: Some American Indian college students examples.  The Howard Journal of Communications, 20(4), 1-20.

Covarrubias, P. (2008). Masked silence sequences: Hearing discrimination in the college classroom. Communication, Culture & Critique, 1(3), 227-252.

Covarrubias, P. (2007). (Un)biased in Western theory: Generative silence in American Indian communication. Communication Monographs, 74(2), 265-271. 

Recent shorter works:

Covarrubias, P. O. (2018). Cultural communication. In J. Nussbaum (Ed.), Oxford research encyclopedia of communication. New York: Oxford University Press.

Covarrubias, P. O. (2018). Communication modes: Mexican. In Y. Y. Kim (Ed.), International encyclopedia of intercultural communication. Wiley-Blackwell.

Covarrubias, P. O. (2015). Ethnographic research. In J. M. Bennett (Ed.) Encyclopedia of intercultural competence (vol. 1, pp. 312-315). Thousand Oaks, CA: Sage.

Covarrubias, P. O. (2015). Silence. In K. Tracy (Ed.) International encyclopedia of language and social interaction (pp. 1354-1359). Boston, MA: Wiley.

Covarrubias, P. O. (2015). Pronoun functions. In K. Tracy (Ed.) International encyclopedia of language and social interaction (pp. 1236-1242). Boston, MA: Wiley.

Covarrubias Baillet, P. O. (2009). The ethnography of communication. In S. Littlejohn & K. Foss (Eds.) Encyclopedia of communication theory (pp. 355-360). Newbury Park, CA: Sage.

Covarrubias Baillet, P. O. (2009). Speech codes theory. In S. Littlejohn & K. Foss (Eds.), Encyclopedia of communication theory (pp. 918-924). Newbury Park, CA: Sage.

Todd L. Sandel Profile

ProfilesTodd Sandel (Ph.D., University of Illinois) is Professor in the Department of Communication at the University of Macau and Editor-in-Chief of the Journal of International and Intercultural Communication.

He was a Fulbright Scholar to Taiwan 2007-2008, and in 2015 authored the book, Brides on Sale: Taiwanese Cross Border Marriages in a Globalizing Asia, for which he received the “Outstanding Book Award” from the International & Intercultural Division of the National Communication Association (NCA). Sandel has served as Chair of the Language & Social Interaction Division of NCA, President of the Association for Chinese Communication Studies, and Secretary of the Language & Social Interaction (LSI) Division of the International Communication Association (ICA). The paper, “Unpacking and describing interaction on Chinese WeChat: A methodological approach,” co-authored with his students, was awarded the “Top Paper Award” from LSI of ICA in 2018.

His research interests include intercultural communication, Chinese social media, language and social interaction, identity formation, and the ethnography of communication. More recent work, involving the study of affordances of social media, especially in Chinese contexts, has been published in the Journal of Pragmatics, Chinese Journal of Communication, Journal of Intercultural Communication Research, Information Development, and China Media Research. He is also conducting research with students and colleagues in such countries as Indonesia, Japan, and Bhutan.

Select Publications

Sandel, T. L., Ju, B., Ou, C. Y., Wangchuk, D., & Duque, M. (2019). Unpacking and describing interaction on Chinese WeChat: A methodological approach. Journal of Pragmatics, 143, 228-241.

Sandel, T. L., Buttny, R., Varghese, M. (2019). Online interaction across three contexts: An analysis of culture and technological affordances. Journal of Intercultural Communication Research, 48(1), 52-71.

Sandel, T. L. & Ju, B. (forthcoming). Social media, culture, and communication. In J. Oetzel & J. Nussbaum (Eds.) The Oxford Research Encyclopedia of Communication. Oxford University Press.

Ju, B., Sandel, T. L., & Thinyane, H. (in press). WeChat use of Mainland Chinese dual migrants in daily border crossing. Chinese Journal of Communication.

Ju, B., Sandel, T. L., & Fitzgerald, R. (In press). Understanding Chinese internet and social media: The innovative and creative affordances of technology, language and culture. In Marcel Burger (Ed.) Se Mettre en Scène en Ligne’ (Presenting Oneself Online). Cahiers de l’Institut de linguistique et des sciences du langage, No. 58. Lausanne, Switzerland: University of Lausanne.

Work for CID:

Todd Sandel wrote KC59: Teng, and described his Fulbright experience. He was was one of the participants at the National Communication Association’s Summer Conference on Intercultural Dialogue in Istanbul, Turkey, which led to the creation of CID, and one of the organizers of the Roundtable on Intercultural Dialogue in Asia, co-sponsored by CID. He currently serves on the CID Advisory Board.

Anne Kankaanranta Profile

ProfilesAnne Kankaanranta is Senior University Lecturer of Organizational Communication at the Department of Management Studies of Aalto University School of Business (Aalto BIZ) in Helsinki, Finland.

Her PhD is in Applied Linguistics (University of Jyväskylä, Finland). In addition, she has an MSc in Economics and Business Administration from the Vaasa School of Economics and an Executive MBA from the Helsinki School of Economics (since 1 Jan 2011 Aalto BIZ). Kankaanranta’s main research interests focus on the concept of ‘corporate language’, identity and multilingualism in the global workplace. In particular, her long-time interest has been the use of English as shared language in business (English as Business Lingua Franca, BELF) Her research has been published in, e.g., Journal of Management Studies, Multilingua, Corporate Communications, International Journal of Business Communication, Public Relations Review, and IEEE Transactions on Professional Communication.

She has worked as a researcher in projects funded by the Academy of Finland examining communication and language use in newly merged Finnish-Swedish companies and communication as business know-how of internationally operating companies. Currently Kankaanranta is involved in investigating Englishization of global knowledge work and the use of English as an academic lingua franca in a Russian business school.

She has worked as a visiting researcher/lecturer  at the University of Michigan, USA; Southampton, UK; and Aarhus, Denmark; with shorter scholarly visits to, e.g., WU Vienna University of Economics and Business; Takachiho University, Japan; NHH Norwegian School of Economics; and Ural State University of Economics, Russia.

Kankaanranta has been a member of the Association for Business Communication since 1996 and serves the organization on the Editorial Boards of both the International Journal of Business Communication and Business and Professional Communication Quarterly.

Work for CID:

Ann Kankaanranta co-authored KC58: English as Business Lingua Franca (BELF), and co-translated it into Finnish. She also served on the CID Advisory Board 2017-20.