EUI: Project Assistant for Robert Schuman Centre for Advanced Studies (Italy)

“Job

Project Assistant in the Robert Schuman Centre for Advanced Studies, European University Institute, Florence, Italy. Deadline: 1 September 2025.

The Robert Schuman Centre for Advanced Studies (RSCAS) is an inter-disciplinary research centre at the
heart of the European University Institute (EUI). It was established in 1992 to complement the four EUI
disciplinary departments (Economics, History and Civilization, Law, Political and Social Sciences) with the aim to be involved in both basic and policy research, collaborate with other centres of excellence in Europe, provide opportunities for young scholars and promote dialogue with the world of practice. The Centre’s goal is to maintain an environment and support structure that fosters intellectual curiosity and excellent research. The research agenda of the Centre is currently guided by three major themes: Integration, Governance and Democracy; Regulating Markets and Governing Money; and 21st Century World Politics and Europe.

The Project Assistant will be based at the Centre for Media Pluralism and Media Freedom (CMPF) which is part of the Schuman Centre. It conducts advanced research and monitoring on media pluralism across Europe to support democracy, accountability, and fundamental rights. The CMPF is also a research and training centre that aims to develop innovative and relevant lines of research on media freedom and pluralism in Europe and beyond, and to provide knowledge support to the international, European and national policy and rulemaking processes

Stanford U: Director, Stanford Program in Santiago (Chile)

“JobDirector, Stanford Program in Santiago, Stanford University, Santiago, Chile. Deadline: 31 August 2025.

The Bing Overseas Studies Program (BOSP) at Stanford University is seeking qualified candidates for the Director position at their center in Santiago, Chile. The Director of the Stanford Program in Santiago is charged with nourishing an intellectual and social environment that is supportive of excellence and high academic standards for Stanford undergraduates. The Director is responsible for the academic and administrative management and day-to-day operation of the BOSP center and for making decisions on local resource allocations and priorities, recognizing both local practice and Stanford University operating principles.

The Stanford Program in Santiago consists of a two-quarter academic program and a shorter summer session. This position supervises staff employees and manages the employment of lecturers and tutors associated with the program. The Director has immediate responsibilities for Stanford undergraduates attending the center and for providing direction, leadership, advising and support for their needs, in close collaboration with BOSP home campus staff. This position reports to the Faculty Director at the Stanford campus in California.

CFP: Journal Special Issue on Language and Social Interaction

“Publication

Call for papers for a special issue on “Language and Social Interaction,” likely to be submitted to Language in Society. Deadline: 150 word abstract only, 29 August 2025.

Special issue editor: Trudy Milburn (Southern Connecticut State University, USA)

In 1984, the journal then known as Papers in Linguistics agreed to publish a special issue on “The ethnography of communication: Twenty years later” (Winkin & Sigman, 1984). Research in this area expanded under a new umbrella term, “Language and Social Interaction.” By 2010, Wendy Leeds-Hurwitz published The Social History of Language and Social Interaction Research. This edited volume encompassed the history of the sub-discipline LSI within Communication departments from the 1960s through the 1980s. The work was organized around the people, places, and ideas within research universities producing doctoral students. Of the original universities indicated, two continue to produce the majority of LSI scholars (UCLA and UMass), whereas others that were not on the original list (or in the volume’s review at that time) have developed. We can now find new LSI scholars from the University of Colorado Boulder, as well as institutions outside the U.S. including the University of Macau, Chinese University of Hong Kong, and Loughborough University, among many others.

As university affiliations change, so too have scholarly association affiliations. For instance, LSI has dispersed membership across many divisions in our scholarly associations. Some of its scholarship has received awards in Environmental Communication, Health Communication, International and Intercultural Communication, Religious Communication, and so on. The sub-discipline has enjoyed cross-division attention in the National Communication Association and the International Communication Association. At the same time, LSI-specific bi-annual meetings have sprung up focusing on EC research (in Omaha Nebraska, New York NY, Helskini Finland, Denver Colorado); whereas other LSI-specific gatherings include participation across methods (LANSI, EMCA, etc.)

In addition, research practices have changed substantially over the past few decades. Initially, much of the data generated and analyzed were gathered from in-person field notes and recordings. As technology has evolved, and virtual spaces have arisen, research data have been added from multiple digital sites, chat rooms, zoom meetings as well as multiple online sources.

Furthermore, analytic techniques and methods have evolved. The methods that propelled this area into prominence have shifted from the participant observation of the ethnography of communication to the sequentially based micro-analysis of conversation analysis. These areas are now supplemented with other forms of digital data. Increasingly, scholars are turning to artificial intelligence large language models that can assist in interrogating ever broader patterns in large corpuses of communicative practices.

How has, and how will, LSI adapt to this shifting landscape?

This special issue will feature collaborative articles that review current practices that have shifted historic methods while featuring novel ways to approach some of our fundamental questions.

How is communication used to:
– Recognize who we are to one another?
– Create and sustain communities?
– Bridge (mis)understandings between people with different cultural systems?
– Enable us to continue building social worlds?
– Enact change?

NOTE: If this can be prepared in time for the 29 August deadline to propose special issues of Language in Society, that is where it will be submitted. If not (and it is a very short deadline), then it will be submitted elsewhere.

References:

Leeds-Hurwitz, W. (2010) (Ed.). The social history of language and social interaction research. Hampton Press.

Winkin, Y., & Sigman, S. J. (1984). The ethnography of communication: Twenty years later. Papers in Linguistics, 17(1), 1–5.

NCA: Communication Grants 2026

GrantsGrant opportunities, National Communication Association, Washington, DC, USA. Deadline: 1 September 2025.

Applications are being accepted for NCA’s Research Cultivation Grants, Advancing the Discipline Grants, the Communication Pedagogy Grant, grants funded by the Dale Leathers Fund to Promote Communication Studies in Emerging Democracies, and the NCA President’s L.I.F.T. Grant, new as of this year. Grant recipients will be notified in mid-November, and projects are expected to begin Jan. 1, 2026.

Research Cultivation Grants facilitate first-time grant-seeking for those without prior grant experience and/or those desiring to build a foundation for future grant pursuits. RCG-funded projects should propose innovative research (such as understudied domains, novel or creative methodologies), focus on internationalization (focused on historically marginalized groups in non-U.S. contexts, for example), and/or focus on engaged scholarship (such as research mobilized in non-academic contexts of pressing social, civic, and ethical concerns, or that translates communication theory into practice). Applicants may seek support up to $12,500.

The NCA President’s L.I.F.T. Grant seeks to support NCA members who are pursuing scholarship related to threats to academic freedom, scholarship that faces censorship due to the political or ideological content of the work, scholarship related to dehumanizing language in general and/or the dehumanization of Palestinians in particular, and other work outlined in criteria for evaluation available on NCA’s website linked below. Applicants may seek support up to $10,000.

Advancing the Discipline Grants fund projects and events that support work that is focused on the discipline itself. All funded activities align with the goals of NCA’s strategic plan and have widespread impact that reaches beyond a single department, campus, or NCA unit. Applicants may seek one-time funding not to exceed $5,000.

The Communication Pedagogy Grant is designed to support communication educators in exploring innovative pedagogical practices, assessment design, and learning environments. This grant funds proposals that aim to create long-term impacts on faculty, students, or communities, particularly in marginalized spaces, and foster critical thinking and engagement with social discourses. Applicants may seek support up to $15,000.

Named for NCA’s 78th President, the Dale G. Leathers Memorial Fund Grants promote scholarship and teaching in Communication Studies to benefit emerging democracies and their peoples. The Leathers Award varies from year to year but has recently been between $500 and $600.

U Reading: Postdoctoral Research Associate in Languages & Cultures (UK)

Postdocs
Postdoctoral research associate: Nation of Refuge, Languages and Cultures, University of Reading, UK.  Deadline: 5 September 2025.

The University of Reading is seeking a Postgraduate Research Associate (PDRA) starting 01/11/2025, fixed term until 31/10/2029, full time (1FTE). This post forms part of a 4-year research project ‘Nation of Refuge’, funded by a UKRI Future Leader’s Fellowship and led by Dr Ellen Pilsworth (University of Reading). The project explores Britain’s track record of offering refuge to asylum seekers and refugees from ca. 1930 to the present, exploring the perspectives of refugees and ‘ordinary’ British citizens, and their interactions with institutions and the state, throughout the period. The successful candidate will collect and analyse mid-late twentieth-century material from mostly unpublished sources in UK archives; contribute to physical and digital exhibition curation; produce high-quality academic publications; contribute to academic symposia; and contribute to the university’s research culture.

You will have 1) a completed PhD in a Humanities subject, preferably History, Cultural/Literary Studies, or Social Sciences, 2) Expertise relevant to the topic of refuge/asylum in the UK in the mid-late twentieth century, or to post- Second World War UK immigration more broadly (including contemporary immigration/asylum), and 3) A research record commensurate to your academic experience. Relevant language skills are desirable, but not a requirement for the post. Preference may be given to candidates who have experience of working with national and international archives that are relevant to this project, particularly those relating to the Ugandan Asian Expulsion.

Wissenschaftskolleg Fellowships 2026-7 (Germany)

Fellowships

Early Career Call for Humanities and Social Sciences Fellowships, Wissenschaftskolleg zu Berlin, Germany. Deadline: 1 September 2025.

At the heart of the Wissenschaftskolleg is the idea that Fellows must have the freedom to choose their own research project. The Fellows’ only obligations are to reside at the Wissenschaftskolleg for 10 months (mid-September to mid-July), and to meet once a day for a meal and each Tuesday for the weekly Colloquium.
Such an intellectually heterogeneous atmosphere often creates a productive friction that leads Fellows to reconsider their approaches, and may lead to unexpected innovation.

The Wissenschaftskolleg invites applications from researchers in an early career stage in the humanities and social sciences for fellowships starting in the following academic year.

Xiaofan Chen Profile

Profiles

Xiaofan Chen graduated from New York University with an M. A. in Teaching Chinese at the college level.

Xianfan Chen

She has also earned an M. Ed. in Bilingual/ ESL/ Multicultural from the University of Massachusetts Amherst. Xiaofan is a Chinese language educator with over a decade of teaching experience in the Greater New York City Area. Currently serving as a high school Chinese teacher at Columbia Grammar and Preparatory School since 2019, Xiaofan has also started to design and deliver AP Chinese courses in 2025. Previously, Xiaofan taught at Avenues: The World School, where she developed comprehensive Mandarin programs for 7th and 8th graders, and at Martin Luther School in Maspeth, Queens, where she led courses in ESL, Mandarin (Levels 1–3), and computer applications. Throughout her career, Xiaofan has focused on curriculum design and student-centered learning.


Work for CID:

Xiaofan Chen was recently interviewed by Casey Man Kong Lum, Associate Director of the Center; the result was Perspectives on World Language Education as Intercultural Learning.

Irish Network Against Racism: Network and Communications Officer (Ireland)

“JobNetwork and Communications Officer, Irish Network Against Racism, Dublin, Ireland. Deadline: 1 September 2025.

INAR is a national network organisation of over 200 civil society organisations working together to combat racism at a local, national and European level. INAR is recruiting a Network and Communications Officer to support the development of its network, and to communicate its anti racism message to INAR members and to wider society.

The Network and Communications Officer will be responsible for the continuous development of INAR’s communications strategy, and to provide logistical support for the needs of Network members, including the coordination of network meetings.

International House: Assistant Director of Resident Engagement (USA)

“JobAssistant Director of Resident Engagement, International House, Berkeley, CA, USA. Deadline: open until filled.

You will be part of a team that is integral to the overall Resident Experience and that directly supports International House in achieving its mission. The Resident Life and Intercultural Development Office (RIO) team plans and executes a 12-month residential program that aims at increasing cultural intelligence (CQ), and intercultural leadership skills within the resident and I-House communities.

The Assistant Director of Resident Engagement leads the development and execution of resident programs to foster an inclusive and engaged I-House community. This role uses data-driven approaches to measure impact, track engagement, and continuously enhance resident experiences. This position supervises professional staff and student leaders, provides training and guidance, and plays a strategic role in shaping the residents’ experience. Evening and weekend hours are required as part of event and program support.

U York: Lecturers in Psychology (UK)

“JobLecturers in Psychology, University of York, York, England, UK. Deadline: 5 September 2025.

The University of York wishes to appoint two Lecturers (on “Academic, Research and Teaching” contracts). They are looking for outstanding candidates who will conduct cutting edge psychological research that complements and extends key strategic growth areas within the Department. These areas include cognitive, affective and social neuroscience, social psychology and intergroup relations, cross-cultural psychology, and media psychology. They are also keen to hear from individuals whose research has clear potential for (or has already demonstrated) societal impact. The candidate must also be able to contribute to teaching in their BPS-accredited BSc and MSci Psychology programmes and/or MSc programmes, including project supervision in popular areas such as social psychology, mental health and cognitive neuroscience.