Participatory Governance & Involvement of Civil Society in Intercultural Policy-Making (Lithuania but Online)

EventsParticipatory governance and involvement of civil society in intercultural policy-making, April 13-15, 2021, Kaunas Regional Development agency, Lithuania (Online).

Join three open debates organized by the Kaunas Regional Development agency. Everybody is welcome to join the sessions, free of charge.

Kaunas event poster

The presentations will be made by a wide variety of participants, focus on these topics:
• diversity development in Lithuania,
• migrant integration policy in Lithuania: obstacles and opportunities,
• diversity and cultural heritage,
• integration policy for foreigners in the Republic of Lithuania,
• policy of national minorities in Lithuania,
• challenges to local application of participatory governance, and
• good practice of integration of migrants in Jonava district municipality.

Detailed agenda here. NOTE: Registration is required: see form. (Links for attending the event will be sent to registered participants on 12th of April.)

This second international event the Kaunas Regional Development agency will promote “Participatory governance and involvement of civil society in intercultural policy-making” by also promoting the European diversity and using intercultural dialogue as tools to build more inclusive and fairer societies in European towns.

Co-funded by the Europe for Citizens Programme of the European Union.

KC62 Diaspora Translated into Spanish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#62: Diaspora, which Jolanta A. Drzewiecka published in English in 2015, and  which Jhon Eduardo Mosquera Pérez has now translated into Spanish.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC62 Diaspora_SpanishDrzewiecka, J. A. (2021). Diáspora. (J. E. Mosquera Pérez, Trans.). Key Concepts in Intercultural Dialogue, 62. Available from: https://centerforinterculturaldialogue.files.wordpress.com/2021/03/kc62-diaspora_spanish.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue


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

Podcast: Love Premam Kaadhal

Applied ICDLove Premam Kaadhal is a podcast about intercultural love, communication, and one couple’s journey to gain a better understanding of each other’s cultures. Each week, Newlywed hosts Maddy and Shijo discuss communication and their personal experiences as an intercultural couple discovering differences and similarities between the United States and India.

Where to listen

The title is the term for love in the 3 languages this couples speaks: English, Malayalam, and Tamil. Some of the topics included in podcasts so far are high-context vs low-context cultures, individual vs. collective behavior, co-cultural theory, and post colonialism. The podcasts are the result of Maddy’s capstone project in Communication at Bushnell University in Oregon.

The Power of Food Emojis

Applied ICD

The power of food emojis, part of The Food Chain series, by BBC.

When the San Francisco based artist and designer Yiying Lu discovered there was no emoji to represent her beloved dumpling, she knew she had to do something about it. She tells us why for her, and millions of others, emojis are an important form of communication and cultural representation.

Do you give food emojis much thought? If not, perhaps you should. Emily Thomas hears how these tiny digital images can have a big social and economic impact. The series reveals who decides which emojis are accepted and how you can propose your very own. Two Venezuelans living in the US explain why their brand new ‘flatbread emoji’ could be one the most significant achievements of their lives, and the emoji artist responsible for everything from the ‘dumpling’ to ‘bubble tea’ tells us why she sees her work as a calling, and how it has made her an unexpected cultural ambassador.

Why I fought to get my bubble tea emoji accepted is another show in the series.

UNESCO Futures of Education Progress Update

“UNESCO”

Progress Update, UNESCO Futures of Education Initiative, UNESCO, Paris, France. Response deadline: April 30, 2021.

 

This document presents a progress update from the International Commission on the Futures of Education to inform global consultation and public engagement processes taking place in March and April 2021, prior to the final drafting of the Commission’s Report. It begins with background information on the initiative and its ambitions. This includes an introduction to the co‐construction and consultation features of the initiative and brief discussion of how the Commission is framing the report. The second section of the text presents the provisional outline of the report, followed by an explanation of the main points and arguments currently envisioned for each section and sub‐section.

They are requesting comments and suggestions on this document—particularly around (a) the coherence of the arguments presented, (b) what elements need further attention, development or are missing, and (c) what is most novel and promising about the forthcoming Report as currently envisioned. Responses to be received by the end of April 2021 may be submitted online or sent by email.

Read basic information about the Futures of Education Initiative. Or read the CID Report for UNESCO Futures of Education, sharing the results of 3 focus groups we organized at their request.

RMIT University: Translation & Interpreting (Vietnam)

“Job

Lecturer/ Associate Lecturer, Translating and Interpreting, RMIT University – Vietnam, Ho Chi Minh City and Hanoi, Vietnam. Deadline: 20 April 2021.

RMIT Vietnam, an entity of RMIT University, has campuses in Ho Chi Minh City and Hanoi since 2001. They provide internationally recognized, high- quality, education and professional training for students, clients and the community, and assist in the development of human resources capability in Vietnam and the region by hosting students from Australia and many other countries.

The role & key responsibilities:

  • Teaching at undergraduate, honours and postgraduate level.
  • Professional activities, scholarship and/or conduct high quality research activities appropriate to the profession or discipline.
  • Undertake administration duties, which may include course coordination role or management of a small award program.
  • Adhere to the requirements of the Academic Expectations and Development Framework of RMIT Vietnam.

U Jyväskylä: Intercultural Communication (Finland)

“JobUniversity Teacher in Intercultural Communication, Department of Languages and Communication Studies, University of Jyväskylä, Jyväskylä, Finland. Deadline: 15 April 2021.

The University Teacher will be a part of a team responsible for research and education in the field of Intercultural Communication. The teaching takes place in the international MA degree programme Language, Globalization and Intercultural Communication and the study module in Intercultural Communication. The contents of the teaching modules deal for example with themes related to diversity in organizational communication, migration and transition in a global world, and issues related to intergroup communication in technology-mediated contexts. A successful candidate is expected to have earlier experience and strong teaching merits from the field of Intercultural Communication. An active research profile in the field will also be considered an asset. The primary language of instruction is English. A good command of Finnish is considered an asset.

‘University Teacher’ in the Finnish system is a relatively junior position, focused on teaching but with the potential to progress. It’s a full-time permanent position, often held by people during their PhD or postdoc studies. 

UNESCO Futures of Education Webinars

“UNESCO”

UNESCO Associated Schools Network Webinars on UNESCO Futures of Education Initiative  (on Zoom), March 26, March 31, or April 1, 2021.

In the last six months, UNESCO’s Associated Schools Network (ASPnet) has mobilized several thousands of teachers, students and their parents from across the globe to engage in joint reflections about education in the future. How can education promote sustainable development (ESD) and global citizenship (GCED), not only today but also tomorrow? How should what, how and where we learn evolve in the future? Learn about the good practices and innovative ideas that came out of these discussions through the Futures of Education x ASPnet Webinar Series.

  • Webinar in French/English: Wednesday, 31 March, 14:00 – 15:30 CET
    • Moderator: Abdelbasset BEN HASSEN, President, Arab Institute for Human Rights
    • Simultaneous interpretation will be available in English and French
    • Please click here to register
  • Webinar in Spanish/English: Thursday, 1 April, 16:00 – 17:30 CET
    • Moderator: Fernando REIMERS, Professor of International Education at the Harvard Graduate School of Education and Member of the International Commission on the Futures of Education
    • Simultaneous interpretation will be available in English and Spanish
    • Please click here to register

Please note that there will an opportunity during this webinar for the audience to engage with the speakers.

Read basic information about the Futures of Education Initiative. Or read the CID Report for UNESCO Futures of Education, sharing the results of 3 focus groups we organized at their request.

KC37 Dialogic Listening Translated into Spanish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#37: Dialogic Listening, which Robyn Penman wrote for publication in English in 2014, and which Jhon Eduardo Mosquera Pérez has now translated into Spanish.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized chronologically by publication date and number, alphabetically by concept, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.

KC37 Dialogic Listening_SpanishPenman, R. (2021). Escucha dialógica. (J. E. Mosquera Pérez, trans). Key Concepts in Intercultural Dialogue, 37. Available from: https://centerforinterculturaldialogue.files.wordpress.com/2021/03/kc37_dialogic-listening_spanish.pdf

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue


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

CFP CMM Institute: 2021 Fellowship Program

FellowshipsCall for proposals, 2021 Fellowship program: When family, work and community merge: Learning and growing from the pandemic experience, Coordinated Management of Meaning (CMM) Institute, Oracle, AZ, USA. Deadline: May 1, 2021.

The CMM Institute is seeking innovative proposals for projects or studies which use CMM concepts to reflect on what we learned from the process of responding to a global pandemic, and how we might apply what we have learned to bridge fragmented social realities and identities that have been made more visible by this experience. Given this year’s CMMI focus on family systems, they have a particular interest in proposals which include circular questioning, cosmopolitan communication, and other uses of the CMM body of theory which engage structural change in thinking around patterns of social engagement.