Translation & Translanguaging Films

Resources in ICD“ width=The 11 short films produced by the Translation and Translanguaging TLANG team provide a teaching and research resource in the areas of multilingualism, superdiversity, and sociolinguistics. They also document engagement approaches with different stakeholders. Those investigating linguistic and social diversity, migration, translation and translanguaging, may find them particularly useful. TLANG was a major research project active 2014-18; its aim was to understand how people communicate across diverse languages and cultures.

  1. Voices of the Bullring Markets : This video provides an introduction to the superdiverse nature of the Bullring meat and fish markets in Birmingham.

  2. The Library of Birmingham : This video provides an account of language and interaction at the Library of Birmingham.

  3. Communication in the Multilingual City: This film of the final TLANG conference contains discussions about translanguaging and offers a range of interpretations.

  4. Translanguaging and the Arts: A Creative Conversation:  This film explores researchers, artist and creative practitioners working together to represent multilingualism and superdiversity in new and engaging ways.

  5. Overcoming Barriers to University Education in South Africa: Highlights from workshops held in South Africa to engage university lecturers and managers in discussions about translanguaging as pedagogy in higher education in South Africa, and the role of South Africa’s official languages in university classrooms.

  6. Researching Translanguaging Summer School: Scholars from all over the world attended this summer school which explored different conceptualisations of translanguaging and methodological approaches for researching linguistic diversity.

  7. Women & Theatre: The TLANG team collaborated with a creative company, ‘Women and Theatre’, who produced an original piece of theatre in response to their engagement with the research project. The show was performed 22 times in four cities, to enthusiastic and appreciative audiences.

  8. A Network Assembly I:  This captures how a range of different stakeholders including policy makers, councillors, museum curators, local business people, artists, academics and students engage with concepts such as superdiversity, translanguaging and multilingualism.

  9. Changing Lives: This film shows the work of a Chinese community Centre and provides an account of how the lives of people visiting the centre are changing.

  10. Team Work in the City:  This film shows the coaching practices of a volleyball coach communicating with volleyball players from different countries around the world.

  11. Crossing Borders: Translanguaging as Social Practice.This short film captures our partnership with a range of stakeholders including artists, policy makers, academics and community activists around the themes of language, superdiversity, sport and law.

Finding Community in Diversity

Resources in ICD“ width=Here’s the most recent article I’m reading, in case it’s also of interest to others:

O’Sullivan, Feargus. (21 August 2018). Discovering that strangers aren’t all that strange. CityLab.

“Taking a class with a diverse group of Londoners helped me see the city and my neighbors in an altogether different light….We also got to imagine what it was like in each other’s shoes…Every day in a city, we brush past people with different backgrounds and outlooks from our own. To sit with each other and really focus hard on expressing and understanding each other’s experiences, however, that’s something completely different…I didn’t discover a specific space as such; the shift for me has been more about an attitude of openness.”

Holding Local, Not Global, Intercultural Dialogues

Resources in ICD“ width=The new UNESCO Intercultural Dialogue eLearning Platform was described in a prior post. Now, my essay entitled Holding Local, Not Global, Intercultural Dialogues has just been posted to that ePlatform. Their invitation was to write about something in my own domain of expertise. Because my research has always focused on interaction, I wrote about the need to study intercultural dialogue at the interpersonal, local level rather than only the political, global level, as is more common. As an example, I used research about intercultural weddings, published in Wedding as Text: Communicating Cultural Identities Through Ritual, in 2002.

The E-Platform is open to other scholars with interests in intercultural dialogue. As they say, “The platform is an evolving global hub of resources and information to record, inspire, share and exchange innovative and impactful action on intercultural dialogue among diverse audiences.” So contact them directly if you would like to post information about your own or your organization’s activities and/or research.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

UNESCO e-Platform on ICD

Resources in ICD“ width=UNESCO has created an e-platform for intercultural dialogue. It is designed to be “a global collaborative hub” intended “to promote good practices  from all over the world, that enable to build bridges between people from diverse backgrounds in order to create more inclusive societies through mutual understanding and respect for diversity.”

One major section presents short explanations of about 2 dozen relevant core concepts, from intercultural dialogue to cultural identity to intercultural citizenship. These will be particularly familiar to all those who have previously read Intercultural Competences: A conceptual and operational framework from 2013, which I drafted for UNESCO (with many contributions by others named in the notes), as they all come directly from that publication. The new e-platform describes that booklet as “A comprehensive reference publication on the basic terminology needed in order to develop intercultural competences and to permit intercultural dialogue, as well as outlining a series of minimally necessary steps to take in sharing this knowledge with the largest number of others, across the greatest selection of contexts, possible.”

Another major section provides a wide range of resources documenting best practices for a wide range of topics, from awareness raising to advocacy, from celebrating diversity to capacity building, and from research to policy advice. CID publications have been submitted to be added to the list. This section is open to contributions from anyone who is doing relevant work and wants it noted. (Just click on the “Login/Registration” button on the top right of any page.)

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

Internationalizing the Communication Discipline

Resources in ICD“ width=After several years of task forces on internationalizing communication, and a special issue of Spectra entitled The Communication Discipline Goes Global, the National Communication Association has now produced a brochure entitled Internationalizing the Communication Discipline. It likely will be useful primarily for those already convinced of the need, who want help in convincing colleagues and administrators.

A related prior resource available on the NCA website is a set of pages describing internationalization, which I prepared for them in 2011. All of the photos provided then have been removed or replaced, and the content has been revised to include specific recommendations from the 2013 task force on internationalization, on which I served. Here’s the introduction, explaining the topic, goals, and audience:

“Internationalization is about taking the rest of the world seriously, not only one’s home country, and can be thought of as the formal term for thinking globally before acting locally. It requires knowing enough about the larger world to act appropriately in a specific context and location, especially when interacting with cultural others. Internationalization is relevant for citizens of all countries, but the following comments are primarily intended for those based in the United States, where internationalization is still often viewed as an option. Internationalization applies to all domains and contexts, but these comments emphasize higher education.”

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

Lessons on Storytelling

Resources in ICD“ width=For anyone who needs to tell a story online, the following news may be relevant:

Pixar has partnered with the online alternative learning resource Khan Academy to provide free lessons on digital storytelling, in a new course called The Art of Storytelling. This is presented as part of a series entitled Pixar in a Box, intended to share information about how Pixar develops its films. Earlier sequences cover topics such as Animation and Simulation.

Beall’s List of Predatory Publishers 2017

Jeffrey Beall, a librarian at the University of Colorado, Denver, maintains a list of potential, possible, or probable predatory scholarly open-access publishers. This is particularly important for new scholars who are not yet familiar with all the journals in their area and could inadvertently get caught in the net. He also maintains a list of journals publishing misleading metrics, naming companies that “calculate” and publish counterfeit impact factors (or some similar measure) to publishers, metrics the publishers then use in their websites and spam email to trick scholars into thinking their journals have legitimate impact factors. Finally, he is now maintaining a list of hijacked journals, those for which someone has created a counterfeit website, stealing the journal’s identity and soliciting articles submissions using the author-pays model (gold open-access).

UPDATE:
As explained by Inside Higher Ed, Beall’s List was shut down as of January 15, 2017, after this post was created, reportedly in response to “threats and politics.” However, a cached version of predatory publishers is still available, as are a cached version of the standalone journals, and a cached version of the hijacked journals.

Peacebuilding and New Media

Media and Communication has released the new issue (2016, volume 4, issue 1) on Peacebuilding and New Media. All articles are published as open access, free for to read, download, and share. The issue was edited by Vladimir Bratic (Hollins University, USA). The complete issue is available online.

Articles include:
Peacebuilding in the Age of New Media by Vladimir Bratic

Elicitive Conflict Transformation and New Media: In Search for a Common Ground by Wolfgang Suetzl

“Likes” for Peace: Can Facebook Promote Dialogue in the Israeli–Palestinian Conflict? by Yifat Mor , Yiftach Ron and Ifat Maoz

Fields and Facebook: Ta’ayush’s Grassroots Activism and Archiving the Peace that Will Have Come in Israel/Palestine by Jon Simons

Internet Censorship Circumvention Tools: Escaping the Control of the Syrian Regime by Walid Al-Saqaf

EU Armed Forces’ Use of Social Media in Areas of Deployment by Maria Hellman , Eva-Karin Olsson and Charlotte Wagnsson

Building Peace through Journalism in the Social/Alternate Media by Rukhsana Aslam

Awareness towards Peace Journalism among Foreign Correspondents in Africa by Ylva Rodny-Gumede

Cultural Mapping as Critical Inquiry

Cultural Mapping as Cultural InquiryBook note: Cultural Mapping as Cultural Inquiry, edited by Nancy Duxbury, W.F. Garrett-Petts, and David MacLennan, has just been published by Routledge.

This edited collection provides an introduction to the emerging interdisciplinary field of cultural mapping, offering a range of perspectives that are international in scope. As a mode of inquiry, cultural mapping is both theoretical and practical. Those involved in cultural mapping seek to explore the richness and complexity of local meanings of place. For many, these artistic and ethnographic activities are linked to strategies of change and animation. Cultural mapping has become a valuable tool in policy, planning, and sustainability initiatives. In countries and contexts across the world, cultural mapping is recognized as a legitimate way to protect cultural traditions and to give expression and value to local cultural creations.

The chapters of this book address these themes, drawing on examples from Australia, Canada, Estonia, the United Kingdom, Egypt, Italy, Malaysia, Malta, Palestine, Portugal, Singapore, Sweden, Syria, the United Arab Emirates, the United States, and Ukraine. Contributors explore innovative ways to encourage urban and cultural planning, community development, artistic intervention, and public participation in cultural mapping—recognizing that public involvement and artistic practices introduce a range of challenges spanning various phases of the research process, from the gathering of data, to interpreting data, to presenting “findings” to a broad range of audiences. The book responds to the need for histories and case studies of cultural mapping that are globally distributed and that situate the practice locally, regionally, nationally, and internationally.

Contents
Cultural Mapping as Cultural Inquiry: Introduction to an Emerging Field of Practice by Nancy Duxbury, W. F. Garrett-Petts and David MacLennan

Part I: Mapping the Contours of an Emerging Field
Cultural Mapping and Planning for Sustainable Communities by Graeme Evans
One Strategy, Many Purposes: A Classification for Cultural Mapping Projects by Leonardo Chiesi and Paolo Costa
Cultural Mapping: Analyzing Its Meanings in Policy Documents by Eleonora Redaelli
Cultural Mapping in Ontario: The Big Picture by Sharon Jeannotte

Part II: Platforms for Engagement and Knowledge Through Mapping
Wedjemup Wangkiny Koora, Yeye and Mila Boorda (Wedjemup Talking from the Past, Today, and the Future): An Ex-Modern Way of Thinking and Mapping Landscape into Country? by Len Collard and Grant Revell
Understanding the Full Impact of Cultural Mapping in Ukraine by Linda Knudsen McAusland and Olha Kotska
Engaging Public, Professionals, and Policy-Makers in the Mapping Process by Janet Pillai Mapping Cultures: Spatial Anthropology and Popular Cultural Memory by Les Roberts and Sara Cohen
“Reading the City”: Cultural Mapping as Pedagogic Inquiry by Stuart Burch
City Readings and Urban Mappings: The City as Didactic Instrument by Paulo Providência

Part III: Inquiry, Expression, and Deepening Understanding of Place
Time, Aggregation, and Analysis: Designing Effective Digital Cultural Mapping Projects by Elaine Sullivan and Willeke Wendrich
Beyond Paper Maps: Archeologies of Place by Abby Suckle and Seetha Raghupathy
Mapping the Complexity of Creative Practice: Using Cognitive Maps to Follow Creative Ideas and Collaborations by Roberta Comunian and Katerina Alexiou
From Work to Play: Making Bodies in Flight’s Performance Walk Dreamwork by Sara Giddens and Simon Jones
Maraya as Visual Research: Mapping Urban Displacement and Narrating Artistic Inquiry by Glen Lowry, M. Simon Levin and Henry Tsang (Maraya)
Beyond the Brochure: An Unmapped Journey into Deep Mapping by Kathleen Scherf

Mapping Cultural Diversity

London is one of the most linguistically diverse cities in the world. Almost two million people speak English as a second language, and across the city, Londoners speak about 300 different languages. A new map shows how those languages show up as you travel along local subway lines.

The map was created by Oliver O’Brien, a researcher at University College London, using new census data. It shows which language is most common after English at each station, with bigger circles for the most popular languages. It’s drawn using the same simple graphic style as the standard subway map.

Adapted from the original article:
Peters, Adele. (2014, December 17). This map shows which languages are most common at every subway stop In London. Co.Exist.

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