OECD: Education Policy Analysts (France)

“JobEducation Policy Analysts, (several positions), Policy Advice and Implementation Division (PAI) of the Directorate of Education and Skills (EDU), of the Organization for Education, Co-operation and Development (OECD), Paris, France. Deadline: 28 February 2021.

EDU/PAI is looking for one or more Policy Analyst(s) to support its work providing education policy analysis and advice to countries both within and beyond the OECD. One of the analysts will contribute to a new project researching and analysing policies related to student transitions into, through and out of upper secondary general and vocational education. Other positions as a Policy Analyst may be available in the Division to work on other school education policy areas. Responsibilities include policy analysis and research; assisting countries with the development and implementation of education policy; organizing workshops to familiarize countries with OECD data and research; preparing reports and other publications; organizing policy dialogue and peer learning activities; effectively communicating policy findings; and contributing to EDU’s and PAI’s overall work objectives.

NOTE: There are also several positions for Junior Policy Analysts to support its education policy advice and implementation support work with countries both within and beyond OECD. One of the Policy Analysts will contribute to the OECD’s Strength through Diversity project. The project aims to provide analysis and policy advice to help governments and schools address diversity to achieve more equitable and inclusive education system. Other positions as a Junior Policy Analyst may be available in the Division to work on school education policy issues more generally, with countries both within and beyond OECD.

Duolingo Language Report 2020

Applied ICD

The 2020 Duolingo Language Report, issued December 15, 2020, includes trends, patterns, and analyses about language learning around the world.

The report includes 500 million learners in all 194 countries, and 39 different languages. It describes how interest in learning different languages has changed over time, especially in response to the global pandemic. It is a fascinating window on language learning across the globe and, of course, language learning is  important part of intercultural dialogue.

The major findings include:

KC68 Social Justice Translated into Spanish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#68: Social Justice, which Kathryn Sorrells wrote for publication 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 alphabetically by concept, chronologically by publication date and number, 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.

KC68 Social Justice_SpanishSorrells, K. (2021). Justicia social. (J. E. Mosquera Pérez, Trans.). Key Concepts in Intercultural Dialogue, 68. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2021/02/kc68-social-justice_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 Casing Conflict Communication

“PublicationCall for book chapter proposals: Casing Conflict Communication, to be edited by Andrea Meluch and Heather Walter. Deadline for abstracts: March 19, 2021.

Drs. Andrea Meluch and Heather Walter are seeking proposals for the forthcoming case study book, Casing Conflict Communication, to be published by Kendall Hunt in Spring 2022. The book will consist of a collection of approximately 25 case studies focusing on conflict communication across a variety of contexts. Each case study will include a brief introduction highlighting a conflict communication theory/concept (e.g., face-negotiation and politeness theory, conflict management styles, structurational divergence, game theory, verbal aggression theory, power, social identity theory) explored in the case study, a case study illustrating conflict, and a list of 5-7 discussion questions. Case studies can be based on empirical research on conflict, hypothetical events created to illustrate a conflict episode, and/or personal/professional experiences with conflict.

The volume will examine the breadth of research on conflict and communication. Potential topics for case studies include:

  • Intrapersonal Conflict (e.g., emotions, attributions, conscience)
  • Interpersonal Conflict (e.g., conflict in families or romantic relationships, forgiveness in interpersonal relationships)
  • Conflict in Computer-Mediated Contexts (e.g., flaming, trolling)
  • Organizational Conflict (e.g., superior-subordinate conflict, workgroup conflict, workplace bullying, work-life conflict, role conflict, conflict negotiation in the workplace, conflict mediation)
  • Conflict in Community Contexts, (e.g., conflict and the environment, political conflict/divisiveness, interracial conflict, conflict and intercultural communication)

If you are interested in having your case study considered for this edited volume, please submit an abstract of no more than 250 words explaining the focus of your case study and its relationship to conflict communication theories/concepts. With your abstract please also include your contact information (name, affiliation, title, email address) and a brief (50 word) biographical sketch for all authors.

Abstracts should be submitted via email to Meluch no later than March 19, 2021. Chapter proposals will be reviewed by the editors and selected contributors will be notified of acceptance by May 1. First drafts of the chapters will be due on July 1. Final manuscripts should be 3500-4000 words.

Live and Learn Podcasts

PodcastsLive and Learn Podcasts, by Inna Koblents and Yuliya Shtaltovna. Weekly conversations about living, learning, teaching, and intercultural communication.

Live and Learn PodcastPassionate teachers and learners, Inna Koblents and Yuliya Shtaltovna talk about how they live and learn, encourage and teach, move countries, adapt to change and mentalities, motivate and let live.

They are inviting members of the CID community to listen to their podcasts, across any of 9 podcast platforms.

 

 

They recommend starting with 11 top-episodes on Intercultural Communication and Competence. Podcast titles include:

  • On building up cultural awareness
  • On how to hack a language
  • On teachers’ well-being and intercultural networking
  • Moving countries and cultures

CID Report for UNESCO Futures of Education

“UNESCO”UNESCO invited CID to host focus groups as part of the Futures of Education Initiative. Three focus groups held discussions in January. The report has now been completed, and submitted to UNESCO.

We are delighted that UNESCO invited our participation, and hopeful that they will incorporate our recommendations into their final conclusions. A copy of the report may be had by clicking on the image below.

CID Focus Groups report for UNESCO

Thanks to Linda de Wit, former CID intern and skilled graphic designer, for taking on the project of turning the written report into a polished final document. Thanks to Nazan Haydari, Advisory Board member, for moderating one of the focus groups, and managing the technology for all of them. Thanks to all of the participants, who are named in the report, for their ideas, their time, and their energy for this project.

Wendy Leeds-Hurwitz
Director, Center for Intercultural Dialogue
intercult.dialogue AT gmail.com

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

U Sheffield: Research Associate (UK)

“Job

Research Associate Covid-19 PPE for Refugees, Sheffield Institute for International Development, University of Sheffield, Sheffield, UK. Deadline: 19 February 2021.

Sheffield Institute for International Development has a position for a Social Science researcher in Sheffield Institute for International Development (SIID). They are looking for someone with a passion for crafting positive change through using your skills in quantitative and qualitative Social Science methodologies. The successful candidate will be part of an interdisciplinary team that is passionate about improving the lives and livelihood opportunities for refugees and marginalised communities. The project seeks to do this through the lens of Covid-19 personal protective equipment (PPE).

You’ll work alongside scientists and engineers, social scientists and arts practitioners, trainers and development workers to improve the quality and access to Covid-19 PPE for the vulnerable groups that they support. The team will be working with research and development organisations in Jordan to use available resources to develop context specific PPE for Covid-19 and to understand how its availability influences people’s behaviour. Participants will work remotely where possible so you will be working primarily from home, and integrate into and support a multi-national, multicultural team while having the ability to work independently and with only intermittent guidance.

U Queensland: Applied Linguistics (Australia)

“Job

Lecturer in Applied Linguistics, School of Languages and Cultures, University of Queensland, St. Lucia, Australia. Deadline: 11 March 2021.

The School of Languages and Cultures at the University of Queensland is looking to appoint a Lecturer in Applied Linguistics in the process of extending its international research profile in an area of relevance to the current teaching and research profile of the program. Individuals with research and teaching interests in any area of applied linguistics are welcome to apply, although those with an interest in one or more of the following areas of applied linguistics are especially encouraged to apply: text analytics, quantitative methods, research methods. Research interests in one or more of the languages taught in the school would also be advantageous.

The successful appointee will engage in undergraduate teaching and postgraduate supervision, undertake and contribute to further development of the School’s Applied Linguistics program, as well as performing research, service/engagement and other activities associated with the School. This position is located at the picturesque St Lucia campus, renowned as one of Australia’s most attractive university campuses, and located just 7km from Brisbane’s city centre.

Maria Hussain Profile

ProfilesMaria Hussain is a Lecturer in Management at Leeds University Business School, a Senior Fellow of the Higher Education Academy and a Certified Business and Management Educator.

Her expertise lies in; inclusive management education, intercultural communication and organisational culture relating to EDI (race- equity) in complex organisations. Maria was recently recognised for her contribution to global intercultural competence in Management education in UPSIGN‘s 2022/23 list of 75 notable British Pakistani academics, trainers and teachers to mark Pakistan’s 75th anniversary of Independence. UPSIGN is a charity that works globally to promote mentoring, support and the education of UK-based British Pakistanis (and Pakistanis) and highlighting their work in education and academia. UPSIGN is also committed to working towards the UN SDG’s and reducing the impact of the climate emergency.

Maria is a co-opted member of the British Academy Management national Council, providing steer on equity and inclusive educational practice within Business Education. She has recently been appointed to the Chartered Association of Business Schools national EDI Committee. In 2022, she was also appointed as a national Race Equality Charter institutional application reviewer at Advance HE. Institutionally, Maria co-chairs the Muslim Staff Network, the first faith-based staff network in the sector. This important work has influenced university-wide EDI policy and ongoing implementation on the intersection of race-religion in addressing outcomes and awarding ‘gaps.’

Furthermore, Maria has recently won a prestigious fellowship at the Leeds Institute of Teaching Excellence. Her research project entitled: Enhancing the value placed on diversity: from the international classroom to the global workplace explores attitudes towards diversity from both student and employer perspectives.

Recent publication:
Hussain, M. (2021). Creating cultural insights: Making inroads into cultural exchange. In A. Manning, & S. Colaiacomo (Eds.), Innovations in internationalisation at home (pp 75-91). Cambridge, UK: Cambridge Scholarly Publishing.

For further information please see Maria’s work profile.

Please connect with her on LinkedIn.

Work for CID:
Maria Hussain participated in the the CID/UNESCO focus groups for the Futures of Education Initiative.

KC2 Cosmopolitanism Translated into Spanish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#2: Cosmopolitanism, which Miriam Sobre-Denton 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 alphabetically by concept, chronologically by publication date and number, 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.

KC2 Cosmopolitanism_SpanishSobre-Denton, M. (2021). Cosmopolitismo. (J. E. Mosquera Pérez, Trans.). Key Concepts in Intercultural Dialogue, 2. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2021/02/kc2-cosmopolitanism_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.