NTNU: PhD Studentship WorldViews (Norway)

“Studentships“PHD Studentship in Interdisciplinary Child Research, Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway. Deadline: 31 August, 2020.

The PhD candidate will be part of the interdisciplinary research group WorldViews. WorldViews consists of researchers with backgrounds in education, sociology, anthropology, and interdisciplinary child and youth research. What we have in common is a genuine interest for social justice as well as a desire to understand and reveal power structures and marginalisation processes in formal and informal contexts. WorldViews seeks to contribute to increased knowledge and critical reflection surrounding socio-cultural discourses about childhood, youth, upbringing and family life. In our research, we explore children’s, youths’ and families’ encounters with hegemonic, normative and taken-for-granted sets of values, worldviews and knowledge systems. Through our research we aim to disclose how children and young people’s everyday lives are shaped by diverse understandings connected to class, ethnicity, gender, and generation, and examine processes and relations that create, preserve or reduce ‘othering’.

The PhD candidate will conduct research in the project Visualizing youth narratives: Empower Youth, Broaden horizons, Enhance intercultural encounters (ViYouth). ViYouth is an international and interdisciplinary project. The primary objective of ViYouth is to enhance transformative learning and critical reflection among diverse youth populations (aged 15 to 16) in Norway, the Netherlands, Chile and Brazil. The secondary objective is to develop a model of inclusive education, focusing on a sense of belonging, global citizenship and interconnectedness. The three overall aims are: 1) To empower youth by enhancing a sense of autonomy and protagonist participation in the creation of self-representations. 2) To foster transformative learning through intercultural understanding, appreciation and dialogue among youth. 3) To reduce the potentiality of ignorance, discrimination, racism and xenophobia among youth.

Lancaster U: Postdoc on Biases in AI (UK)

PostdocsPost-doctoral Research Associate, Lancaster University Management School, Lancaster University, Lancaster, UK. Deadline: 20 August 2020.

BIAS is an interdisciplinary research project funded as part of the Canada-UK Artificial Intelligence Initiative (UKRI and multiple Canadian Funding Agencies) to improve scientific understanding of gender and ethnic biases in the increasingly digitalised and AI-driven labour market processes of job advertising, hiring and professional networking; and developing insights into how such biases and attendant inequalities may be mitigated. Through collaboration with academics from the disciplines of Organisational Management, Sociology, Computer Science and Data Science, and with industry partners in the area of AI protocol development, these insights will drive the development of a new Responsible AI Development Protocol. The post is advertised for 24 months. The academic partners in the project are Lancaster University (lead institution), Essex University (UK), and Alberta University (Canada). You should have a PhD in a topic related to information systems management, the development of socio-technical systems, labour relations, and/or human resources management.

Cornell U: Society for the Humanities Fellowships (USA)

FellowshipsSociety for the Humanities Fellowships 2021-22, Cornell University, Ithaca, NY. Deadline: October 1, 2020.

The Society for the Humanities at Cornell University invites applications for residential fellowships from scholars whose research projects reflect on the 2021-22 theme of Afterlives. Up to six Fellows will be appointed. The fellowships are held for one academic year. Each Society Fellow will receive $55,000.

Fellows include scholars and practitioners from other universities and members of the Cornell faculty released from regular duties. Fellows at the Society for the Humanities are “residential,” and will collaborate with one another and the Taylor Family Director of the Society for the Humanities, Paul Fleming, Professor of Comparative Literature and German Studies. Fellows spend their time in research and writing during the residential fellowship, and are required to participate in a weekly Fellows Seminar workshopping each other’s projects and participating in lively discussions on readings based on the yearly theme.

Fellows teach one small seminar during their fellowship year appropriate for graduate students and advanced undergraduates. Though courses are designed to fit the focal theme, there are no additional restrictions on what or how the course should be taught. Fellows are encouraged to experiment with both the content and the method of their seminar particularly as it relates to their current research.

Fulbright Scholar Awards

FulbrightsThe Fulbright U.S. Scholar Program offers opportunities for scholars, professionals, and postdocs to advance their research and teaching interests, promote mutual understanding, and collaborate with scholars abroad. The program is accepting applications for the 2021-2022 academic year through September 15, 2020.

There are over 450 awards available in more than 125 countries and many are open to all disciplines. The complete list of opportunities is located in the Fulbright U.S. Scholar Catalog of Awards. Opportunities range from 2 to 12 months in length and include flexible options for multiple shorter visits to many host countries. There are also programs for non-US residents to visit the US.

For further information:

See a series of personal narratives about Fulbrights previously posted to this website, and also the chapter The value of a Fulbright: Internationalizing education one person at a time, published in Internationalizing the communication curriculum in an age of globalization.

KC35 Media Ecology Translated into Arabic

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#35: Media Ecology, which Casey Man Kong Lum wrote for publication in English in 2014, and which Salma Tariq Shukri has now translated into Arabic.

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.

KC35 Media Ecology_Arabic

Lum, C. M. K. (2020). Media ecology [Arabic]. (S. T. Shukri, trans). Key Concepts in Intercultural Dialogue, 35. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2021/11/kc35-media-ecology_arabic-v2.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.

GC Human Rights Preparedness Initiative (Italy)

“CollaborativeEach pandemic is different. At the same time, each is also the latest in a long line, which means there are lessons to be learned from the past, and preparations that can be made for the future. The Global Campus of Human Rights is proud to present its new open initiative GC Human Rights Preparedness, a space for collaboration on the role that human rights must play in addressing the persistent challenges of pandemics and other emergencies.

By identifying good practices in a variety of areas related to human rights and democratisation, GC Human Rights Preparednesswill shape significant knowledge with relevance to the post COVID-19 world. The initiative is curated by an editorial team supported by a multiregional and multidisciplinary group of reviewers and advisors whose knowledge and expertise are best suited to discuss complex issues.

If you want to know more about the project, or if you wish to submit your contribution, please visit  the site or contact the GC Team via email.

CFP Social Justice in Communication Courses

“PublicationCall for Invited Manuscripts on Social Justice in Communication Courses: Journal of Communication Pedagogy, from Dr. Deanna D. Sellnow (U Central Florida). Deadline for abstracts: August 10, 2020.

“As editor of the Journal of Communication Pedagogy (JCP), I invite manuscripts that address some intersection between a contemporary issue and instruction in the form of either a reflective essay or a best practices piece (no more than 3000 words). Given the current state of affairs surrounding racism as a public health crisis, I hope to highlight pieces focused on how to address issues of social justice in our communication courses, in our workplaces, and in our families/friendships. I am thinking about face-to-face instruction, technology-enhanced instruction (e.g., social media), as well as human machine instruction (AI, virtual reality).

I wonder if you might consider submitting a title and 250-word abstract for consideration. If so, please email an abstract  by August 10th (noon EST). My team and I will select abstracts and invite those authors to prepare a manuscript to be featured as “invited manuscript” in the journal.”

NOTE: Additional calls for special issues have been issued, and are available here, including one for articles on “pandemic pedagogy.”

CID Video Competition 2020 Results

CID Video CompetitionCID’s third video competition is over. As a reminder, students were asked to create 90-120 second videos about listening, as listening is how intercultural dialogue starts. Posts have appeared over the past weeks describing each of the top videos, but here is a single list with links to all of them.

Submissions came in from students studying the USA, Turkey, the UK, Taiwan, and India, with some of these being international students originally from Ecuador, Jamaica, Mexico, the Dominican Republic, and Guinea. All four of the winners are themselves multicultural, and therefore understand the need for, and practice, intercultural dialogue in their own daily lives.

The winners were:

1st prize: Israel Arcos, from Ecuador, who was studying Mathematics at Hostos Community College at the time he submitted the video, now enrolled in Computer Science at Hunter College for his Bachelor’s degree.

2nd prize: Shanoy Coombs, from Jamaica, who is studying Intercultural Communication and International Development at the University of Sheffield in the UK for her Master’s degree.

3rd prize: Veronica Gutierrez, who grew up in Mexico and is now in the US, is studying Global Public Health at Concordia University, Texas, for her Bachelor’s degree.

Award of excellence: Vanessa Milqueya Ventura Alvarez, from the Dominican Republic, who is studying Business Management at Hostos Community College in New York, pursuing her Associate’s degree.

My thanks to all the competitors, who took the time to really think about the topic, even during a pandemic. Thanks to colleagues around the world, who helped spread the word about the competition. Thanks to the judges of the competition, professionals who made time to review student videos, again even during a pandemic (and special thanks to Mary Schaffer, on the CID Advisory Board, who not only served herself but recruited most of the other judges.) Thanks to Heather Birks, for initially suggesting the idea of a video competition, for arranging funding for the award to be provided by the Broadcast Education Association (BEA), for providing server space for the videos, and for providing most of the technical support (and to JD Boyle, at BEA, for additional technical support). The competition would have been impossible without all of the work of all these people. And this year, thanks to Lexington Books, for giving the top 3 award winners a copy of Elizabeth Parks’ book, The Ethics of Listening: Creating Space for Sustainable Dialogue.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

U Oxford Postdocs: ‘Emptiness’ Project (UK and Eastern Europe)

Postdocs2 Postdoctoral Researchers on the ‘Emptiness’ Project, School of Anthropology and Museum Ethnography, University of Oxford, Oxford, UK. Deadline: 23 September 2020.

University of Oxford is seeking up to two postdoctoral researchers for the European Research Council project “Emptiness: Living Capitalism and Democracy After (Post)Socialism.” The project will study the emptying cities, towns, and villages in Eastern Europe and Russia through the lens of “emptiness” as a concrete historical formation that has emerged in conditions when socialist modernity is gone and promises of capitalist modernity have failed. More specifically, it will: (1) study the experiences and narratives of emptiness and emptying; (2) examine the politics and governance of emptying and emptiness; and (3) use postsocialist “emptying” and “emptiness” as lenses for analysing global reconfigurations of relations between capital, the state, people, and place at a time when capital flows and statecraft are increasingly concentrated in “global cities,” with the rest of urban and non-urban spaces becoming radically disconnected.

If appointed, you will join a research team led by Dr Dace Dzenovska and hosted by the University of Oxford’s School of Anthropology and Museum Ethnography and the Centre on Migration, Policy, and Society, Oxford. You will be responsible for developing and carrying out your own original project in Ukraine, Belarus, or Russia (other locations in the former socialist world may be considered) within the analytical frame of the project. You will undertake collaborative work with other team members, contribute to the refinement of the analytical frame, develop methodology, participate in cross-field visits, and produce outputs in the form of conference presentations, web material, journal articles, and a chapter for an edited volume. You may have the opportunity to teach in the field and/or in Oxford.

You are expected to spend the first 6 months preparing your research component in collaboration with other team members, based in Oxford at the Centre on Migration, Policy, and Society, Banbury Road Oxford (or remotely, if travel is not possible). Fieldwork in whichever country is relevant to your project is set to begin in the summer of 2021. The duration of the fellowship is 3.5 years, starting in January 2021 or as soon as possible thereafter.

 

Royal Roads U: Faculty in Communication (Canada)

“Job1 year position for Assistant, Associate, or Full Professor of Communication, School of Communication & Culture, Royal Roads University, Victoria, BC, Canada. Deadline: 27 August 2020.

Royal Roads University invites interest in a limited-term Faculty appointment at the rank of assistant, associate or full professor within the School of Communication and Culture (SCC) in the Faculty of Social and Applied Sciences. As a full-time core faculty member, you would play a key role in the delivery of SCC’s programs. SCC offers three degree programs in the study of communication and culture which are focused on the theory and practice of professional communication, in a wide range of contexts including media, organizational and intercultural. They stress a critical-professional educational approach.

The ideal candidate will be passionate about helping others achieve their academic pursuits and will have demonstrated teaching experience at undergraduate and the graduate levels in the field of communication studies; a sensitivity to diversity in teaching, learning and research; an ability to work as a team member within an interdisciplinary outcome-based curriculum; and administrative experience and abilities, preferably in a university setting.

The position will start in October 2020, but RRU is teaching online this fall, so immediate relocation will not be required.