CFP Journal of Linguistic Anthropology: Race, Racism, Racialization

“PublicationThe Journal of Linguistic Anthropology is calling for papers on race, racism, and racialization. Submission type is open: full-length articles, theoretical pieces, fieldnotes, interviews, reflections, poetry, cartoons. Deadline for the submission of article manuscripts: September 15, 2020. Deadline for all other types of submissions: October 15, 2020.

Scholarly work intersecting with other approaches, including but not limited to criminal justice studies, critical race theory, education studies, gender & sexuality studies, legal studies, medical anthropology, STS, and visual anthropology, is especially encouraged. If you are interested in submitting your work, do familiarize yourself with the journal’s submission procedures, and write to Sonia Das (sonia.das AT nyu.edu) or Chaise LaDousa (cladousa AT hamilton.edu). If you are interested in writing a book review of a book pertaining to race, racism, and racialization, please write to JLA’s book review editor, Christina Davis (c-davis AT wiu.edu).

KC97 Anti-Racist Education Translated into Hungarian

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#97: Anti-Racist Education, which Jessika Rezende Souza da Silva wrote for publication in English earlier this year, and which Timea Németh has now translated into Hungarian.

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.

KC97 Anti-Racist Education_Hungarian

Souza da Silva, J. R. (2020). Anti-racist education [Hungarian]. (T. Németh, trans.). Key Concepts in Intercultural Dialogue, 97. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2020/06/kc97_anti-racist-education_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

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

U Cincinnati Press Offers Free Racial Equity Books

Intercultural PedagogyPlatforms and Pathways in Social Innovation: Racial Equity, University of Cincinnati Press, Cincinnati, OH, USA.

The University of Cincinnati Press, established in 2017, is taking a different approach to open access for their publications than Cornell University Press and University of Minnesota Press. They are making multiple chapters from 11 of their books and/or journals available for free, with no expiration date, and encouraging conversation about the topics covered. Their statement says: “Platforms and Pathways for Social Innovation offers open content on a platform where author, reader and community members can come together to engage in thoughts, comments, and questions and share content and discussion with others. We believe open access content is a social justice right which provides equitable access to peer-reviewed writing, otherwise limited to those with academic privilege.”

Their titles include the journal Race & Society, and the books Rethinking America’s Past by Tim Gruenewald, and Across the Color Line by Mark Curnutte.

ICD Resource Center, Anna Lindh Foundation

Resources in ICD“ width=Intercultural Dialogue Resource Centre, Anna Lindh Foundation, Alexandria, Egypt.

The Anna Lindh Foundation has launched the Intercultural Dialogue Resource Centre in order to make research, good practices, learning activities, expertise and events on intercultural dialogue in the Euro-Mediterranean accessible to everyone. The Centre contains information on more than 100 curated academic publications and the biographies and contact information for 100 experts. It also offers visitors a selection of journalistic articles, events, learning activities developed especially for civil society and around 30 good practices presenting successful projects addressing a variety of issues relating to intercultural encounters, trends and affairs in the Euro-Mediterranean region.

Created in 2005, the Anna Lindh Foundation is an inter-governmental institution established by the countries of the Euro-Mediterranean partnership and the European Union in the framework of the Barcelona Process as the central institution for intercultural dialogue among the peoples of the region.

1st Prize in CID Video Competition 2020 – Israel Arcos

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.

Israel Arcos1st prize goes to Israel Arcos, who was studying Mathematics at Hostos Community College when he submitted this video, now enrolled at Hunter College in New York, studying Computer Science for his BA. He is originally from Ecuador.

Title: The Power of Learning

Description: “I wanted to make a video that conveys the importance of listening due to the communication struggles I had when I came to the United States three years ago. Listening has been a critical part of my life since I realized that just paying attention to what a person has to say can open many doors. Active listening leads to establishing deep connections with others because it allows us to dive into the life of the other person in the most subtle way.”

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

U Antwerp: Heritage Studies (Belgium)

“JobTenured academic staff, Heritage studies focused on participatory methods of heritage management and heritage education, Faculty of Design Sciences, University of Antwerp, Antwerpen, Belgium. Deadline: 16 August 2020.

You will teach and contribute to course units at Bachelor’s and Master’s level within the learning trajectories towards Heritage educator and Heritage designer, such as Heritage Education and Access, Research techniques for heritage labs, Project management movable and intangible heritage, Intangible heritage and participatory methods, Innovative policy and management techniques, Safeguarding repertoires, internship and follow-up of the educational master in Heritage. You will supervise bachelor, master and doctoral students. You will expand the scientific research in the area of participatory methods of heritage management and heritage education.

National U Singapore: Jobs & Postdocs (Singapore)

“JobThe Department of Communications and New Media at the  National University of Singapore is currently advertising multiple positions. Deadline for most: August 15, 2020.

Among them are the following:

ASSISTANT PROFESSOR IN DATA ANALYTICS
ASSISTANT PROFESSOR IN MEDIA LAW AND POLICY
ASSISTANT PROFESSOR IN DATA JOURNALISM
ASSISTANT PROFESSOR IN OPEN SPECIALISATION
ASSISTANT PROFESSOR IN CULTURAL STUDIES (SPECIALISATION IN CULTURAL STUDIES IN ASIA)
ASSISTANT PROFESSOR IN DATA COMMUNICATION
as well as postdocs:

CFP Refugee Integration in a Sharing Economy

“PublicationCall for proposals: Special issue on Refugee Integration in a Sharing Economy: Collective action, Organizational Communication and Digital Technologies for the International Journal of Communication (IJoC). Deadline for abstracts: July 30, 2020.

Issue editors Amanda Alencar and Yijing Wang (Erasmus University Rotterdam) are seeking papers that contribute knowledge to how collective action is enabled in a sharing economy in support of refugee integration in a diversity of contexts and situations. This includes but is not limited to voluntary contribution to refugee management and care at all different levels, from the public sector organizations to private firms, to civil society and refugee-led initiatives and networks.

Potential interdisciplinary questions which can be answered are:

1. How does enabling collective action in a sharing economy contribute to resolving the challenge of refugee integration?
2. In areas of limited statehood, which mechanisms help ensure effective governance of displaced populations in a refugee crisis?
3. What forms of organizational communication and action in terms of refugee integration stimulate the emergence of an ad hoc governance structure in the sharing economy?
4. How does media representation of collective action affect the planning and preparation at the state- and organizational-level in refugees’ receiving countries?
5. To what extent are digital technologies being developed and mobilized by different actors involved in an ad hoc governance of refugee populations?
6. How can the public, private and NGO sector work together to effectively boost economic opportunities to both refugees and host communities as well as social cohesion?

Daniel Mateo Ordóñez Profile

Profiles

Daniel Mateo Ordóñez is a Sociologist from the National University of Colombia, Bogotá, Colombia.

The research areas in which he is interested are: Interculturality, Intercultural Dialogue, Hermeneutics, Hermeneutical Cultural Analysis, Phenomenology, Discrimination, Social Exclusion, Human Rights, and Culture.

He is an independent translator, investigator and author, as well as a volunteer collaborator with the UNESCO Chair in Intercultural Dialogue / Cátedra UNESCO – Diálogo Intercultural at the National University of Colombia, and a member of the “Observatorio de la Exclusión” project associated with the UNESCO Chair.

He is also the creator of the Autarkeia Project, an independent project of dissemination and promotion of knowledge, especially in the area of Human and Social Sciences.

See his profile on academia.edu.

Work for CID:

Daniel Mateo Ordóñez wrote KC101: Antisemitism, and translated it into Spanish; he also translated concepts originally written by others, specifically KC14: Dialogue, KC16: Migration, KC23: Afrocentricity, KC31: Indigenous, KC49: Intersectionality, KC89: Xenophobia, KC90: Islamophobia, and an essay on intercultural dialogue into Spanish. He also has served as a reviewer for Spanish.

Malmo U: PHD Studentship: International Migration & Ethnic Relations (Sweden)

“Studentships“Doctoral position in International Migration and Ethnic Relations, Malmö Institute for Studies of Migration, Diversity and Welfare, Department of Global Political Studies, Faculty of Culture and Society, Malmö University, Malmö, Sweden. Deadline: 7 September 2020.

Doctoral programme in International Migration and Ethnic relations (IMER)

Scholars within IMER study, among other subjects, the national, regional, international and global causes and effects of migration in both the society of origin and destination on a structural, institutional, collective, and individual level. IMER is an inherently multi- and interdisciplinary subject, in which for instance sociology, political science, cultural geography, anthropology, economic history, economics, social work, history, ethnology, religious studies, gender studies, and cultural studies are represented. The goal of the programme is to develop the knowledge and skills required for the doctoral student to conduct research independently and contribute to the development of knowledge within the chosen subject area. The doctoral programme comprises 240 higher education credits (equivalent to four years of full-time studies), of which 60 credits are from courses. It is completed when the doctoral student publicly defends his/her printed doctoral dissertation (180 credits).