Erasmus+ Virtual Exchange

Intercultural PedagogyErasmus+ Virtual Exchange is a ground-breaking project enabling youth in Europe and the Southern Mediterranean to engage in meaningful intercultural experiences online, as part of their formal or non-formal education. The program has been running for several years, but is now being highlighted as a good way to expand intercultural dialogue during the pandemic.

Erasmus+ Virtual Exchange is part of the Erasmus+ programme of the European Commission, providing an accessible, ground-breaking way for young people to engage in intercultural learning. Working with Youth Organisations and Universities, the programme is open to any young person aged 18-30 residing in Europe and the Southern Mediterranean.

Through a range of activities, Erasmus+ Virtual Exchange aims to expand the reach and scope of the Erasmus+ programme through Virtual Exchanges, which are technology-enabled people-to-people dialogues sustained over a period of time. Erasmus+ Virtual Exchange offers a safe online community to participate in facilitated discussions, increasing intercultural awareness and building 21st Century skills through Virtual Exchange. The programme encourages and promotes intercultural dialogue, employability, and citizenship, strengthening the youth dimension of the EU neighbourhood policy.

For more information, click on the links above, or see: D’Arcy, Naoise. (2020, June 28). In a pandemic, a virtual Erasmus offers a new way of crossing cultures. University Times [Ireland].

 

Award of Excellence in CID Video Competition: Vanessa Milqueya Ventura Alvarez

CID Video CompetitionCID’s third video competition is now over, and the judges have reviewed all the videos. As a reminder, the instructions were to show that listening is how intercultural dialogue starts, in 90-120 seconds, on video. 

Vanessa VenturaAn award of excellence goes to Vanessa Milqueya Ventura Alvarez,  who is from the Dominican Republic, studying Business Management at Hostos Community College, part of the City University of New York in the USA, for her Associate’s degree.

Title: Why we should listen?

Description: From the first time I heard about this competition from my professor, I was really excited. I wanted to share my story with others. I know how it feels to not be listened to and I’m sure many people around the world have felt the same way. Listening requires all our senses. When we listen, we show respect to others, no matter what race or color. I challenge viewers to prove how great it feels to listen and be listened to.

There were first, second and third place winners, and one award of excellence. Each of these is being highlighted in a separate post, as they warrant our attention. My thanks to the judges of the competition, professionals who made time to review student videos. Thanks also to all the competitors, who took the time to really think about how listening is where intercultural dialogue starts, despite the pandemic.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

Central European U: Institute for Advanced Study Fellowships (Hungary)

FellowshipsMultiple Fellowships, Institute for Advanced Study, Central European University, Budapest, Hungary. Deadline: September 1, 2020.

The purpose of the Institute for Advanced Study (hereinafter as “IAS CEU”) at Central European University is to promote the free and independent pursuit of pioneering scholarly research in the context of an interdisciplinary intellectual community with the expectation of the publication or other forms of dissemination of research results. Located in Budapest, the cultural and academic hub of Central and Eastern Europe, and attached to a densely international university, IAS CEU brings together scholars from all over the world who work mainly in the fields of the social sciences, humanities, law and art but would not necessarily be restricted to these domains of academic research. Special fellowship programs for scholars from other fields may be designed in response to emerging academic and scientific changes and developments. High-level scholarly work is achieved through a combination of sustained, individually undertaken research, and collaboration, exchange, symbiosis and synergy with other scholars. IAS CEU is committed to providing its fellows with the time, space, environment and opportunity to design their own balance among the opportunities offered.

  • Junior and Senior Core Fellowships for 2021/2022. The call is open. The deadline is September 1, 2020.
  • Fritz Thyssen Junior Fellowship for 2021/2022. The call is open. The deadline is September 1, 2020.
  • Affiliated Fellowship at IAS CEU for 2021/2022. The call is open. Applications are accepted on a rolling basis.
  • The Botstiber Junior Fellowship in Transatlantic Austrian and Central European Relationships for 2021/2022. The call is open. The deadline is September 1, 2020.
  • The Artist in Residence Fellowship for 2021/2022. The call is open. The deadline is September 1, 2020.
  • Constructive Advanced Thnking (CAT). The second call for applications is open. The deadline is September 1, 2020.

Victoria U of Wellington: PHD Scholarship on Healthy Aging in Migrant Communities (New Zealand)

“Studentships“PhD Scholarship on Healthy Ageing in Migrant Communities, Victoria University of Wellington, Wellington, New Zealand. Deadline: 30 September 2020.

The overall research programme will produce a framework for understanding multicultural ageing that is culturally sensitive, ethical, and has a lifespan focus. The research has three main objectives. First, it explores the role of life-course experiences and the challenges of cultural adaptation in migrants’ ageing trajectories. Further, it seeks to identify individual and social resources as well as systemic and structural barriers to multicultural ageing. Finally, it aims to uncover empowering cultural identities. The research programme draws on a range of qualitative (narrative and dyadic interviews, photovoice) and quantitative (life history data and longitudinal surveys) methods. The research will focus on older adults from large immigrant communities in Aotearoa New Zealand, including British, Chinese, Indian, Samoan, and South African, that differ in terms of cultural dimensions and migration history.

The scholarship is for work to explore 1) meanings associated with ‘ageing well’ for older migrants in Aotearoa New Zealand, 2) how these meanings are created through the migration experience, and 3) whether and how meanings and values associated with ‘ageing well’ as a migrant differ across cultural groups. This PhD project will ideally focus on the ageing experiences of Pacific peoples in Aotearoa New Zealand. However, applicants who have competence working with other migrant groups will also be considered. The successful applicant will be involved in qualitative research, collecting narrative accounts of older migrants (aged 65 years or older) using interviews or other, culturally appropriate research methods (e.g., talanoa), and quantitative research including analysis of survey data.

Diversity, Inclusion, Anti-Racism Podcasts

PodcastsGiven the current focus on anti-racism and the importance of diversity and inclusion, there are many podcasts now available and worthy of attention as potential teaching resources.

The Eclectic Inclusion Podcast by Dr. Amer F. Ahmed

In our polarizing times, many of the greatest challenges in creating a more equitable and just world stems from our lack of understanding of one another. ‘Eclectic Inclusion’ features diverse and unique voices who have unlocked their own potential to have a meaningful impact on others through art, education and activism. Each person will share how their unique backgrounds and experiences have shaped their journey to become change-agents for a more inclusive world. All of these individuals are educators and will discuss their perspectives on inclusive teaching and learning.

Intersectionality Matters! from The African American Policy Forum

Hosted by Kimberlé Crenshaw, a leading critical race theorist who coined the term “intersectionality,” this podcast brings the academic term to life. Each episode brings together lively political organizers, journalists and writers.

Code Switch from National Public Radio

What’s CODE SWITCH? It’s the fearless conversations about race that you’ve been waiting for! Hosted by journalists of color, our podcast tackles the subject of race head-on. We explore how it impacts every part of society — from politics and pop culture to history, sports and everything in between. This podcast makes ALL OF US part of the conversation — because we’re all part of the story.

How to be American: The history of immigration and migration from Apple Podcasts

These American stories are not in your standard history book. History tends to be reduced to key moments and celebrated names, and what’s often overlooked are the stories of the ordinary people, both past and present, who have lived through journeys of immigration and migration…the people who have shaped what it means to be and to become American. How To Be American is a podcast by the Tenement Museum where from New York’s Lower East Side, we explore the history of immigration and migration in America. We share the stories of migrants and refugees, and everyone in-between. And we examine why so many important events in our history have unfolded around issues of immigration and national identity. This is the past, present, and future of becoming American.

See also additional suggestions from WBUR

 

KC94 Cross-Cultural Kids Translated into Hungarian

Key Concepts in ICDContinuing with translations of the Key Concepts in Intercultural Dialogue, today I am posting KC#94: Cross-Cultural Kids, by Ruth E. Van Reken, published in English earlier this year, and which Timea Németh has now translated into Hungarian.

KC94 CCIs_HungarianAs 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.

Van Reken, R. (2020). Cross-cultural kids [Hungarian]. (T. Németh, Trans). Key Concepts in Intercultural Dialogue, 94. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2020/06/kc94-ccks_hungarian.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

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Showing Multiple Cultural Identities

Intercultural Pedagogyde Luca, Antonio, & Riyait, Jaspa. (2020, June 6). What we look like: 11 Asian-American artists celebrate their experiences of culture and identity with illustrated self portraits. New York Times.

The Times asked artists of multicultural backgrounds to draw self-portraits, and published the results. It’s an interesting exercise, and a good possibility for a Intercultural Communication course assignment. Most students have several cultural identities in their background after all, even if they and their parents were born in the USA.

As has been pointed out on this site, children who grow up with parents having different cultural backgrounds, and who learn to interact in multiple cultural contexts, often learn to be particularly good at intercultural dialogue. (For further discussion, see KC12: Third Culture Kids, and KC94: Cross-Cultural Kids.)

Salma T. Shukri Profile

Profiles

Salma T. Shukri (Ph.D., University of Denver) is an instructor of communication in the Leeds School of Business at the University of Colorado, Boulder.

Salma ShukriHer areas of interest include intercultural communication, interpersonal communication, and conflict management. Specifically, she explores how communication—specifically, how we communicate about difference—serves as both an instrument and a barrier to inclusion and belonging. Along with having taught several intercultural communication courses at various institutions, Salma has also held several non-academic, professional positions with local and international organizations in the field of conflict mediation and cross-cultural dialogue.

Additionally, Salma engages in methodological research, advancing qualitative research methods through her work. She has published this work in top-tier journals, including the Journal of International and Intercultural Communication and in Text and Performance Quarterly. 

Recent publications:

Shukri, S. & Willink, K. (in press). Interpretive discernment: Feeling our way toward a performative understanding of interviewing. Departures in Critical Qualitative Research, 9(3).

Shukri, S. (2019). Review of Muslim women and white femininity: Reenactment and resistance. Text & Performance Quarterly, 39(4), 414-416. doi: 10.1080/10462937.2019.1657935

Willink, K., & Shukri, S. (2018). Performative interviewing: Affective attunement and reflective affective analysis in interviewing. Text & Performance Quarterly, 38(4), 187-207. doi: 10.1080/10462937.2018.1526409

Willink, K., Gutierrez-Perez, R., Shukri, S., & Stein, L. (2014). Navigating with the stars: Critical qualitative methodological constellations for critical intercultural communication research. Journal of International and Intercultural Communication, 7 (4), 289-316. doi: 10.1080/17513057.2014.964150

Work for CID:
Salma Shukri translated KC22: Cultural Identity, KC33: Moral Conflict, KC35: Media Ecology, KC53: Conflict Management, and KC68: Social Justice  into Arabic. She also has served as a reviewer for Arabic translations.

3rd Prize in CID Video Competition – Veronica Gutierrez

CID Video CompetitionCID’s third video competition is now over, and the judges have reviewed all the videos. As a reminder, the instructions were to show that listening is how intercultural dialogue starts, in 90-120 seconds, on video.

Veronica Gutierrez3rd prize goes to Veronica Gutierrez,  who was born in Monterrey, Mexico, and has been living in the United States since age 10, and who is studying Global Public Health at Concordia University Texas, in the USA, for her Bachelor’s degree.

Title: Learn to Listen – Listen to Learn

Description: “Now more than ever the communication between cultures is critical for prosperity.”

There were first, second and third place winners, and an award of excellence. Each of these is being highlighted in a separate post, as they warrant our attention. My thanks to the judges of the competition, professionals who made time to review student videos. Thanks also to all the competitors, who took the time to really think about how listening is where intercultural dialogue starts, despite the pandemic.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue