CFP WSCA: Communication, Agitation & Justice (USA)

ConferencesCall for Papers: Communication, Agitation & Justice for Intercultural Communication Interest Group of Western States Communication Association, February 21-24, 2020, Denver, CO. Deadline: September 1, 2019.

This year’s Western States Communication Association conference theme is “Communication, Agitation, & Justice,” and the Intercultural Communication Interest Group invites artists, practitioners, activists, and scholars to engage this theme in both content and panel structure to encourage and challenge dialogue across the conference space. As we engage in advocacy within the communities in which we live, this year’s particular theme provides an opportunity to showcase how intercultural communication continues to play a vital role in the larger discipline. For example, we share mutual interests in the promotion of social justice, communicating across and beyond difference, and agitating policy and cultural changes through intercultural communication practices, theory, and methods. By inviting programming that answers the “so what?” question by fighting against systemic oppression and structural inequity at the intersections of race, class, gender, sexual orientation, ethnicity, nationality, ability, and more, we encourage submissions that draw from the rich epistemology of (inter)cultural and international communication research to engage work at multiple levels−local, global, international and transnational− and with a variety of tools (e.g., stories, narratives, performances, etc.). This theme invites a commitment to communication, agitation, and justice that should be embodied in academic work as a place of both scholarship and activism. This allows us to work with community members to create positive changes using the tools of reflexivity, critical literacy, listening, speaking up, alliance-building, and dialogue in multiple contexts, peoples, cultures, and various communicative spaces.

The Intercultural Communication Interest Group (ICIG) asks its members to consider how intercultural communication scholarship can serve as a form of advocacy by agitating towards social justice. In response to the conference theme, the ICIG invites papers, panels, roundtables, performative responses, and/or other aesthetic communication innovations. Programming that critically responds to the call by offering unique formats that reach out to other subdisciplinary strongholds within communication studies is encouraged. Additionally, programming that works at the micro, meso, and macro levels both in multicultural, intersectional, queer, and/or transnational ethnoscapes are further encouraged.

For questions, please contact the Chair/Program Planner of the Intercultural Communication Interest Group: Robert Gutierrez-Perez.

MOOCs on Cultural Pluralism (Italy)

“MOOCs”The Cultural Pluralism Area of the Global Governance Programme (part of the  Robert Schuman Centre for Advanced Studies at the European University institute based in Florence, Italy) runs several MOOCs in partnership with Future Learn, the Social Learning Platform launched by the Open University UK in 2012.

MOOC is an acronym that stands for ‘Massive Open Online Course.’ A MOOC is a university course offered online and available for free to everyone who has access to the Internet. Currently on offer: Cultures and Identities in Europe, Cultural Heritage and the City, Cultural Diversity and the City, Why Do People Migrate? – Part 1- Facts and Part 2 –  Theories, Cultural Diplomacy, and Migration and Cities.

Change A View Provides an Alternative Platform for Arguments

Applied ICDWendling, Mike. (13 June 2019). Change A View: One Scottish man’s idea to fix the broken world of online debate. BBC News.

 

“The more people with diverse points of views and diverse opinions are able to have a civil conversation, the more we have hope in moving society forward.” (Patricia Georgiou, Jigsaw’s head of partnerships and business development, which helped to fund changeaview.com)

“Kal Turnbull started a discussion group, or subreddit, on the social media site Reddit in 2013. Change My View wasn’t meant to shake up the world. The posts cover a huge range of topics and political perspectives – and once they’re live, other Reddit users are urged to argue against the proposition.”

That led to a website, Change A View, in April 2019.

From the Mission Statement: “It can be hard to find the right people and environment for in-person discussion. Yet, the internet—the great connector and, in some ways, equalizer of our time—has largely failed to yield online solutions to this problem. Our options have essentially been limited to social media platforms, but it has become increasingly clear that the environment of these places often leads to heightened tensions. We can do better. Important decisions are made every day as a result of our views, so how we talk about them together matters.”

Lisa K. Childress Profile

Profiles

Lisa K. Childress is a global education consultant, working with universities to engage faculty in international teaching, research, and service.

Dr. Childress previously worked at the University of Virginia’s Darden Graduate School of Business as the international career consultant, where she taught cross-cultural training seminars for faculty and MBA students, co-chaired the Dean’s International Advisory Board, taught a professional development course, and counseled domestic students on their job search overseas and international students on their job search in the U.S. Dr. Childress also served as Duke University School of Law’s director of special international projects, where she created programs to build bridges between international and U.S. students and developed Duke Law programs overseas, such as the Asia-American Institute of Transnational Law in Kyushu, Japan. Dr. Childress holds degrees from the University of Virginia, Harvard University, and George Washington University.

Selected publications:

Childress, L.K. (2018). The twenty-first century university: Developing faculty engagement in internationalization (2nd ed.). New York: Peter Lang.

Childress, L. K. (2017). The role of academic departments in promoting faculty engagement in internationalisation. Internationalisation of Higher Education, 1, 15-34.

Childress, L. K. (2012). The faculty role in internationalizing the curriculum: Findings from a cross-case study. In D. K. Deardorff, H. de Wit, & T. Adams (Eds.), The Sage handbook of international higher education (pp. 257-259). Thousand Oaks, CA: Sage.

Childress, L. K. (2010). Interdisciplinarity: A catalyst for faculty engagement win internationalization. Journal of Global Initiatives: Policy, Pedagogy, Perspective, 4(1), Article 5.

Childress, L. K. (2009). Internationalization plans for higher education institutions. Journal of studies in international education, 13(3), 289-309.

Childress, L. K. (2009). Planning for internationalization by investing in faculty. Journal of International & Global Studies, 1(1), 30-49.

Work for CID:
Lisa Childress wrote the guest post Increasing Faculty Engagement in Intercultural Communication and Internationalization on Campus.

United Nations U: Communications Specialist (Japan)

“JobPrincipal Communications Specialist, Office of Communications, United Nations University, Tokyo, Japan. Deadline: July 22, 2019.

Working under the supervision of the Head of Communications, and in close cooperation with other Office of Communications staff, the Principal Communications Specialist will:

  • co-create and support the implementation of UNU’s Global Communications Strategy

  • act as senior editor, writer, and content manager for UNU’s most-visited web properties — the flagship website and the primary research blog, Our World

  • write and edit op-eds, blogs, press releases, annual reports, newsletters, speeches, and other thought-leadership materials to promote the work of UNU

  • oversee and advise on the quality and tone of public facing content

  • source, produce, edit, and curate photography for UNU websites, print projects, events, and high-level UN Secretariat visits

  • collaborate with global development experts to transform complex academic outputs into compelling narratives, presentations, and communications products

  • curate content and develop messaging for UNU’s monthly e-newsletter INSIGHTs

  • coordinate/moderate content elements of UNU’s web/rebranding process and act as focal point/liaison between UNU communicators and content strategy vendor(s)

  • develop and lead trainings for UNU staff and students on topics including science writing and website content development

  • conduct other duties as assigned

 

UNESCO: Program Specialist (France)

“JobProgramme Specialist (Social and Human Sciences), UNESCO, Paris, France. Deadline: 7 July 2019.

Under the overall authority of the Assistant Director-General for Social and Human Sciences Sector (ADG/SHS), guidance from the Director for Policies and Programmes and Director for Partnerships and Outreach and direct supervision of the Chief of Research, Policy and Foresight Section, the incumbent is responsible for ensuring the development and delivery of a wide spectrum of programme and project management initiatives from funding proposals to design to reporting. S/he advises, manages and reports on regular and extra-budgetary programme design, guidelines, resources and progress and advocates organizational involvement and participation in mainstream social and human sciences activities and initiatives.

The incumbent in particular will:

* Undertake activities mainstreaming the knowledge, pluralistic approaches and methodologies developed through the UNESCO’s General and Regional Histories with a view to contributing to a better understanding of current social transformations and fostering dialogue on global issues;
* Develop activities reinforcing African humanities and in particular current efforts to mobilize historiography and related disciplines to renew perspectives, approaches, concepts, paradigms and categorizations on Africa and its diasporas;
* Develop activities showcasing the relevance of historical perspectives developed through the General History of Africa for emerging areas of research, e.g. on African Liberation Movements and on African futures;
* Promote youth awareness on the importance of the humanities in order to foster enhanced understanding of contemporary social challenges, inter alia by developing outreach materials and facilitating exchanges among young scholars.

Rangel Graduate Fellowships (USA)

Fellowships30 Rangel Graduate Fellowships, up to $37,500 annually for two years of a Master’s program in International Affairs or related field, with positions at US  Foreign Service Office at the end. Deadline: September 24, 2019.

The Rangel Graduate Fellowship is a program that aims to attract and prepare outstanding young people for careers in the Foreign Service of the U.S. Department of State in which they can help formulate, represent and implement U.S. foreign policy. The Rangel Program selects outstanding Rangel Fellows annually in a highly competitive nationwide process and supports them through two years of graduate study, internships, mentoring, and professional development activities. This program encourages the application of members of minority groups historically underrepresented in the Foreign Service, women, and those with financial need. Fellows who successfully complete the program and Foreign Service entry requirements will receive appointments as Foreign Service Officers, in accordance with applicable law and State Department policy.

NOTE: There is a related Rangel Scholars program for undergraduates: a six-week summer program designed to provide undergraduate students with a deeper appreciation of current issues and trends in international affairs, a greater understanding of career opportunities in international affairs, and the enhanced knowledge and skills to pursue such careers. Next deadline: February 4, 2020.

Indigenization of Post-Secondary Institutions (Canada)

Intercultural PedagogyWilson, Kory. (2018).Pulling together: A guide for Indigenization of post-secondary institutions. BCcampus’ Indigenization Professional Learning Series.

“The Foundations Guide is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. Guides in the series include: Foundations;[1] Leaders and Administrators;[2] Curriculum Developers;[3] Teachers and Instructors;[4] Front-line Staff, Student Services, and Advisors;[5] and Researchers.[6]. These guides are the result of the Indigenization Project, a collaboration between BCcampus and the Ministry of Advanced Education, Skills and Training. The project was supported by a steering committee of Indigenous education leaders from BC universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC.

These guides are intended to support the systemic change occurring across post-secondary institutions through Indigenization, decolonization, and reconciliation. A guiding principle from the Truth and Reconciliation Commission of Canada process states why this change is happening.

Reconciliation requires constructive action on addressing the ongoing legacies of colonialism that have had destructive impacts on Aboriginal peoples’ education, cultures and languages, health, child welfare, the administration of justice, and economic opportunities and prosperity. (2015, p. 3)

(From the Overview)

This series is one result of the BCcampus’ Indigenization Project.

CFP Languages in an Open World (Austria)

Conferences

Call for Papers: Languages in an Open World, Graz, Austria, November 20-22, 2019. Deadline: June 30, 2019.

 

The SOAS World Languages Institute (UK), Mercator European Research Centre, the Interdisciplinary Centre for Social and Language Documentation, and the Plurilingualism Research Unit – treffpunkt sprachen (AT) cordially invite scholars, community organisations and community members to join the international conference on “Languages in an Open World” that will take place in Graz, Austria, November 20-22 2019, at the European Centre for Modern Languages of the Council of Europe (ECML).

The conference “Languages in an Open World” intends to bring together scholars from linguistics and related disciplines with an interest and expertise in language and globalisation, with a special focus on status and power relations between languages and their speakers and their impact and/or transformation in a world characterised by mobility, increased complexity, and diverse and dynamic formations of cultural, linguistic, and societal identities.

Food as a Form of ICD: Cafe Ohlone (USA)

Applied ICDLessner, J. (28 May 2019). Cafe Ohlone gives diners a taste of California’s oldest most traditional foods. mitú.

 

“Food is such a good way to have intercultural dialogue…It’s hard to disrespect a culture when you sit down and eat their food, especially when you enjoy it and you’re around the people, when you’re having a positive experience.” – Vincent Medina

“Indigenous communities not only had their own unique identities, culture, and language – they also had their own foods. And one California restaurant is working to show the world this original California cuisine….Cafe Ohlone is named for the Ohlone tribe indigenous to Northern California’s East Bay. It’s a small backyard restaurant serving up big flavors with even bigger dreams. The cafe’s founders, Vincent Medina and Louis Trevino, have dedicated themselves to reviving the foods of the Ohlone tribe.”