Article about UNESCO Futures of Education

“UNESCO”

Sobe, Noah W. (2022). The future and the past are unevenly distributed: COVID’s educational disruptions and UNESCO’s global reports on education. Paedagogica Historica, DOI: 10.1080/00309230.2022.2112244

“the future is already here – it’s just not very evenly distributed”

Willian Gibson

“For half a century the UN’s principal agency on education, UNESCO, has sought to shape the world’s educational landscape through a once-every-generation global report (e.g. the Faure report of 1972 and the Delors report of 1996). The latest of these reports – the Sahle-Work Commission’s “Reimagining our futures together: A new social contract for education” – was developed and released amidst the COVID-19 pandemic. This article considers the ways the pandemic entered into the production of educational futures – and pasts – in this tradition of UNESCO global reports. It argues that the uneven distribution of pasts and futures is one of the key, already- existing systems of difference that set the stage for a disruptive event like the COVID-19 pandemic.” (Sobe, 2022, p. 1)

“The core of the proposed transformation agenda is the call for building “a new social contract for education” that consists of agreed-upon core principles, a redesign of education on multiple dimensions, and a rethinking of the actions and actors that implement and manage educational institutions, programmes and processes.” (Sobe, 2022, p. 8)

As more than one of the Sahle-Work Commission members has noted, the word “together” is the most important word in the report’s title. (Some, 2022, p. 10)

NOTE: The Center for Intercultural Dialogue held focus groups as part of the information gathering stage of the Futures of Education project, preparing what we learned as a report for UNESCO, in 2021.

 

UC San Diego: Language & Social Justice (USA)

“Job

Assistant Professor of Communication in Language and Social Justice, University of California San Diego, CA Deadline: 14 October 2022; if not filled, applications accepted until 31 December 2022.

The ideal candidate will have an active and creative research and teaching program that focuses on the relationship between language and struggles for social justice particularly as they occur around race, indigeneity, gender, disability, class and nationality. Also of interest in how language becomes an instrument for perpetuating systems of exclusion and inequality, and at the same time a vehicle for framing alternative visions that challenge such systems. Areas of specialization may include: language and globalization, including bilingualism and multilingualism; language and decolonization; language and migration; language and learning systems; language and media culture; multimodality; political, moral, and legal discourses related to language; and ecolinguistics (the relation between language and the environment). They are open to candidates trained in communication, relevant areas of linguistics (such as sociolinguistics) or other relevant fields.

Successful candidates will have strong methodological skills that augment the department’s interdisciplinary program and strengths in cultural and historical analysis, institutional analysis (including political economy), comparative analysis, ethnography and textual and discourse analysis, and community based participatory research. Candidates from a wide range of disciplinary backgrounds and/or with a research focus on LatinX or other underrepresented language communities are encouraged to apply.

Antioch College: Includes Intercultural Communication (USA)

“Job

Assistant Professor of Communication (including Intercultural Communication), Division of Social Sciences, Antioch College, Yellow Springs, OH, USA. Deadline: 14 October 2022; position open until filled.

The Division of Social Sciences welcomes candidates in communication to contribute to a student-centered interdisciplinary undergraduate liberal arts curriculum. A Ph.D. in communication or closely related field and evidence of successful teaching at the undergraduate level is required. The successful candidate will have the opportunity to build a dynamic set of communication courses within Antioch College’s unique self-designed curriculum. Salary is competitive and commensurate with experience.

The successful candidate will have broad training in communication studies and be excited to teach a range of communication courses, including survey courses (Introduction to Communication Theory, Effective Public Speaking, Introduction to Interpersonal Communication, and Intercultural Communication) and courses in their areas of specialization. Scholars with critically oriented and interdisciplinary research agendas are highly desired. Topical areas of specialization include (but are not limited to): prejudice and discrimination, race and ethnicity, gender and sexuality, economic inequality, environmental communication, and rhetoric of political and social movements.

International Translation Day

EventsInternational Translation Day, as established by the United Nations in 2017, occurs on 30 September every year.

International Translation Day is meant to be an opportunity to pay tribute to the work of language professionals, which plays an important role in bringing nations together, facilitating dialogue, understanding and cooperation, contributing to development, and strengthening world peace and security.

Therefore, this is an appropriate occasion on which to thank all of the translators who have taken time from other activities to help CID prepare translations of our publications into a remarkable 32 different languages. We could not do this without you! 

NOTE: If you want to translate one of the publications into a language in which you are fluent, please contact us before you start, to learn whether anyone else is already working on that publication in that language.

 

VIA Global Community Fellowships

FellowshipsGlobal Community Fellowships in Asia, VIA Programs, Palo Alto, CA. Deadline: 30 October 2022.

The Global Community Fellowship is a 13-15 month program for recent university graduates and starting as well as experienced professionals. Fellows work at NGOs, schools, universities, and social enterprises across Asia to support community development, capacity-building, and education. By working directly with communities, fellows get hands-on experience learning how organizations in Asia are using creative and innovative methods to address critical social challenges.

Fellows engage in a wide range of activities and tasks with VIA local partners. Each post has a unique mix of responsibilities, which generally fall into the following categories:

  • Education — Fellows advance student development in critical thinking and cross-cultural communication. Through teaching (English or other subjects depending on the post), you’ll help students to access future education and professional opportunities.

  • Training & Capacity-building — Fellows develop training resources and curricula for partners to enhance their organizational operations and optimize for impact. You may help with needfinding, research, training program or workshop design, facilitation, and assessment for partner staff and/or the communities they serve.

  • Community Development — Fellows support community development and international communication efforts by facilitating access resources, networks, and collaboration opportunities. You may help with fundraising, project management, and community outreach efforts of local partners.

CFP Theory and Application of Health Acculturation

“PublicationCall for book chapter proposals: Theory and Application of Health Acculturation: A Communication Perspective.  Deadline: none given; request posted 25 October 2022.

To be co-edited by Yuxia Qian (Kutztown University) and Rukhsana Ahmed (University at Albany, SUNY).

The increase of migration flows across the globe has prompted unmet health needs of the migrant population as they navigate different health systems, beliefs, and practices. Although existing literature has examined the relationship between acculturation and health outcomes, health acculturation as an emerging concept has not been fully developed from a communication perspective. Health acculturation entails a dual process by which both migrants and healthcare professionals change their health beliefs and practices through contact with the other’s cultures. This edited book aims to unpack the complexity surrounding the health acculturation process through different theoretical frameworks, as well as cross-cultural applications of the concept in a range of communication contexts, including interpersonal, group, organizational, mass, digital and social media.

CFP Recognizing Refugees (UK)

ConferencesCall for papers: Recognizing Refugees, Refugee Studies Centre, University of Oxford, UK, 20-21 March 2023. Deadline: 31 October 2022; extended to 20 November 2022.

Forty years ago, in 1982, the Refugee Studies Centre was founded at the University of Oxford. Its aim was to understand the causes, consequences, and responses to forced migration. Throughout its history, a common theme has been to explore and recognise the agency of refugees, viewing forcibly displaced people as social, economic, and political actors. Through its research, teaching, and outreach it has tried to include the perspectives, lived experiences, and voice of displaced people. The RSC is therefore delighted that the theme for its 40th Anniversary Conference is Recognising Refugees, held in association with the RefMig project. This theme is intended to generate reflection on the processes and practices through which refugees and displaced people are formally and informally recognised by societies, institutions, and governments. It will explore, for instance, the processes through which they are officially identified; how these processes are shaped by politics, law and other social forces; the extent to which forced migrants recognise themselves as refugees and choose to seek formal recognition; the assumptions and understandings that lead to the misrecognition or non-recognition of refugees at local, national, and international level; and refugee leadership.

Constructing ICD #13: A Dialogue about Caste: Managing Uncomfortable Conversations

Constructing ICDThe next issue of Constructing intercultural Dialogues is now available, “A Dialogue about Caste: Managing Uncomfortable Conversations” by Pratha Shetty.

Her focus is on how to manage the sorts of difficult conversations that frequently occur when members of different cultural groups interact, even when everyone has the best of intentions. As a reminder, the goal of this series is to provide concrete examples of how actual people have managed to organize and hold intercultural dialogues, so that others may be inspired to do the same. As with other CID series, these may be downloaded for free. Click on the thumbnail to download the PDF.

Constructing ICD 13

Shetty, P. (2022). A Dialogue about Caste: Managing Uncomfortable Conversations. Constructing Intercultural Dialogues, 13. Retrieved from: https://centerforinterculturaldialogue.org/wp-content/uploads/2022/09/constructing-icd-13.pdf

If you have a case study you would like to share, send an email to the series editor, Wendy Leeds-Hurwitz.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

U Denver: Director, Cultural Center (USA)

“Job

Director, Cultural Center, BIPOC Student Success, Student Affairs, University of Denver, Denver, CO, USA. Review of applications begins: 7 October 2022; position open until filled.

The mission of The Cultural Center (TCC) is to create an environment where students of color and LGBTQ+ students can critically engage their historical legacies and enhance their educational, intellectual, and personal/professional interest in race, ethnicity, gender, sexuality, socioeconomic, and cultural sensibilities. TCC provides a haven for respite and dialogue for students as they navigate their journey at the University of Denver.

The Director of TCC BIPOC Student Success is a senior level position in the Dean of Students (DOS) area and the Division of Student Affairs and Inclusive Excellence (SAIE) at the University of Denver. BIPOC stands for Black, Indigenous, and People of Color. The Director is responsible for setting the vision for the Cultural Center BIPOC Student Success through an intersectional approach to diversity, equity, and inclusion (DEI). The Director is responsible for development, assessment, and implementation of programs, signature events, cohort-based experiences, and leadership development of undergraduate and graduate BIPOC students.

Utah Tech U: Gender, Identity, & Intercultural Communication (USA)

“Job

2 Assistant Professors of Communication in Gender, Identity, and Intercultural Communication, Department of Communication, Utah Tech University, St. George, UT, USA. Review of applications begins: 10 October 2022; position open until filled.

The Department of Communication at Utah Tech University in St. George, Utah, is seeking two enthusiastic and well-qualified individuals for the tenure-track position of Assistant Professor of Communication, with an emphasis in gender, identity, cultural, intercultural, or a related area of communication (the intersection of one, some, or all of these sub-areas is preferred) to begin Fall 2023 semester. The positions require a 4/4 teaching load, and successful candidates will be comfortable teaching courses focused on gender, identity, cultural and intercultural communication. The positions will also coordinate the curriculum for the department’s foundational courses, including intercultural communication. The primary considerations for tenure at UT are currently teaching and service, although having an active research trajectory with publications is highly desired.