Vienna School of International Studies Postdoc: International Relations (Austria)

PostdocsPostdoctoral Fellow in International Relations
Vienna School of International Studies
Closes: 16th April 2017

The Vienna School of International Studies (Diplomatische Akademie Wien) is proposing the appointment of a Postdoctoral Fellow in International Relations for two years, from 25 September 2017. Geared towards promoting the professional development of the appointee, he/she will focus on his/her own research and do a limited amount of graduate teaching.

The successful candidate must hold – or have evidence of the imminent completion of – a doctorate in Political Science/International Relations. A record of research achievement at the international level, a strong agenda for future research and previous teaching experience – preferably at graduate level – are essential.

The Vienna School of International Studies is a professional school, specialized in the interdisciplinary training of graduate students, and an associate member of APSIA. The presence of international organizations in Vienna makes for excellent research opportunities, in particular for research dealing with global governance and multilateralism broadly defined.

U Bedfordshire Job Ad: Intercultural Relations (UK)

Lecturer/Senior Lecturer in Intercultural Relations
University of Bedfordshire – Department of Business Systems & Operations

The University of Bedfordshire Business School is seeking to appoint a Lecturer/Senior Lecturer in Intercultural Relations to provide an innovative and exciting teaching experience for our students.  You will lead, develop and contribute towards teaching delivery and curriculum enhancement across undergraduate and postgraduate programmes. Our innovative MSc International Relations course is now in its fourth year of operation and forms a key part of our postgraduate offer.

The Department of Business Systems & Operations is international in its focus on tourism, events, aviation management marketing and is looking for an inspirational academic to develop and teach on a range of specialist courses within the subject discipline of Intercultural Relations.

In line with this, you will have experience and knowledge of teaching across a range programmes and levels of study within the HE sector. You will put the student experience at the heart of your teaching and learning strategy and will show a strong teaching focus aimed at producing graduates capable of working across international and cultural boundaries. In addition to teaching, you will also be expected to contribute towards Faculty research, engagement and enterprise activities.  Applications are welcomed from individuals with expertise in one or more of the following areas: international relations, peacekeeping and security, gender and peacekeeping operations, intercultural management, intercultural communications and research supervision.

With a PhD in a relevant subject area or equivalent experience, ideally you will have experience, knowledge and understanding of teaching, supervising and guiding students from the UK and overseas at both undergraduate and postgraduate level and an emerging research or enterprise profile within the field of intercultural relations.

Applications close 11th April 2017

 

New Journal: Internet Pragmatics

New Journal: Internet Pragmatics (IP)

The new journal Internet Pragmatics will be launched in 2018 with John Benjamins.

Internet Pragmatics aims to explore the use of language and other semiotic codes in internet-mediated interaction, with pragmatics conceived broadly as a perspective on how people produce and interpret utterances in contextualized interactions. We welcome a wide range of perspectives on the pragmatics of internet-mediated discourse, and we aim to promote interdisciplinary, multidisciplinary, and transdisciplinary studies considering both qualitative and quantitative research. Because of the scope of internet pragmatics, international, intercultural, intracultural and glocalized studies are encouraged. We are interested in publishing research on internet pragmatics focusing on but not limited to:

  •  convention and innovation of internet-mediated language use
  •  pragmatics of social media
  •  internet genres
  •  internet-mediated (im)politeness, facework and relational work
  •  presentation and interpretation of selves and identities in and across internet-mediated interaction
  •  pragmatic acts, intentions and meanings in internet-mediated discourse
  •  figurative language use in internet-mediated discourse
  • philosophical issues of internet pragmatics

Editors:
Chaoqun Xie, Fujian Normal University
Francisco Yus, University of Alicante

MOOC: Media & Information Literacy & Intercultural Dialogue

UNESCO and Athabasca University jointly offer a MOOC on Media and Information Literacy and Intercultural Dialogue (MILID), in partnership with the International Media and Information Literacy and Intercultural Dialogue University Network.

In the evolving knowledge societies of today, some people are overloaded with information; others are starved for information. Everywhere, people are yearning to express themselves freely and to participate actively in governance processes and cultural exchange. Universally, there is a deep thirst to understand the complex world around us.

Media and Information Literacy and Intercultural Dialogue (MILID) is a basis for enhancing access to information and knowledge, freedom of expression, gender equality, and a high standard of education in an intercultural framework. It describes skills and attitudes that are needed to understand the functions of media and other information providers in society across a variety of media formats, including those of the Internet. It encourages the value of accepting and sharing diverse cultural and religious standpoints. The course does these things in order to enable people to share knowledge and experience, learn from one another and find, evaluate, and produce information and media content on their own. In other words, MILID covers the competencies that are vital for people to engage effectively in all aspects of development.

More and more countries recognize the importance of MILID. Over 70 countries are implementing MILID-related activities in varying degrees and reach. Yet, this takes time. At present, only a handful of states have put in place national MILID-related policies and elaborated the strategies that are needed to sustain their efforts. Meanwhile, research has shown that countries with national MILID policies and strategies have more far-reaching and sustained programmes.

This open access course in MILID, which has been designed, written and offered as a partnership between UNESCO and Athabasca University, introduces the concepts of media and information literacy and intercultural dialogue along with important issues that relate to this new set of competencies for global citizenship.

The course is open to anyone who wishes to sign in. There are 10 units addressing such concepts as media and information literacy, intercultural dialogue, freedom of expression, the multiple roles of media and advertising in contemporary life, gender representation and stereotyping in the media, challenges and opportunities for youth, and ways of engaging with new technologies for social change. If you wish to receive a certificate for taking this course, you need to achieve a grade of at least 65% overall.

Key Concept #55: Stereotypes Translated into Spanish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#55: Stereotypes, first published in English in 2014, which Shirley Saenz 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 chronologically by publication date and number, alphabetically by concept, 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.

KC55 Stereotypes_Spanish Kurylo, A. (2017). Estereotipos. (S. Saenz, Trans.) Key Concepts in Intercultural Dialogue, 55. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2017/03/kc55-stereotypes_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


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Agence ITER: Ethical Whistle Blowing: Intercultural Perspectives (France)

Events The Agence ITER France yearly Intercultural Think Tank is meeting again on 4 May 2017 in Aix en Provence, hosted at the Institute for American Universities. The subject this year is Ethical Whistle Blowing: Intercultural Perspectives.

DRAFT PROGRAM

13h30 Welcome and coffee
14h Introduction by Shawn SIMPSON, Training Project Manager, Agence ITER France: Cultural interpretations of Codes of Conduct
14h10 Discussion
14h30 Frederique CHOPIN, Director of CSR Master Program, Aix Marseille University: Whistle Blowing in France since the new law of 2016
14h40 Discussion
15h Carolina SERRANO ARCHIMI, Professor, Graduate School of Management, IAE Aix en Provence: Subject to be determined
15h10 Discussion
15h30 Break
15h40 Guillaume Frentz, Human Resource Officer, ITER Organization: The ITER Organization Code of Conduct and Ethics Committee
15h50 Discussion
16h20 To be determined
16h30 Discussion
16h50 End

If you would like to attend please register.

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Fairleigh Dickinson U Study Abroad: International Communication (UK)

Study International Communication in England, Summer 2017

MCOM 7002 / COMM 4070 International Corporate Communication and Culture offered at Fairleigh Dickinson University’s Wroxton College located in Oxfordshire, England, May 28 – June 9, 2017.

The course consists of invited speakers, case studies, site visits, and trips to London, Stratford-upon-Avon, and Oxford. The main objective of the course is make students familiar with the cultural, historical, and political contexts in which international business transactions take place. Students will also attend a day of seminars at the Harris-Manchester College of Oxford University ending with High Dinner with the Oxford students.

Wroxton College is the British campus of Fairleigh Dickinson University, situated in the ancestral home of Lord North in Oxfordshire. The main College building is Wroxton Abbey, a fully modernized Jacobean mansion on 56 acres of its own lawns, lakes and woodlands. Originally constructed as an Augustinian priory in 1215, Wroxton Abbey has accommodated several British monarchs and statespeople such as Theodore Roosevelt. It now houses the College’s classrooms and seminar rooms, the library, fully modernized student lodging facilities, and computer laboratories.

At Fairleigh Dickinson University, participating students are drawn from the MA in Communication, the MA in Organizational Behavior, and selected upper-level undergraduate students.

Students from other universities and colleges are invited to register with permission of the course leader, Gary Radford; contact Dr. Radford for more information.

It is highly recommended interested students complete and submit the Commitment Form on or before April 1st, 2017, to ensure a place on the course.

CFP Multicultural Discourses of Security

Special Issue Call: Journal of Multicultural Discourses
Multicultural Discourses of Security

In contemporary global society, ‘security’ is considered an especially complex and contested concept. Historically, this concept has connoted states’ development of institutions, technologies, and strategies enabling their pursuit of foreign policy – particularly, the military use of armed force. More recently, intensified debate among state officials, scholars, and activists has expanded consideration of non-traditional actors, sites, conditions, and processes (e.g., ‘human security’). Amid these changes, the study of security has persistently focused on the efforts of individuals and groups to conceptualize and claim cherished phenomena, to defend those claims against perceived and actual threats, and to maintain a lifeworld characterized by relative stability, liberty, and prosperity.
Communication and discourse scholars have displayed growing interest in the study of security. Reasons include: a desire to engage with material conditions and powerful institutions that produce (often through violent means) fateful outcomes of freedom and oppression; an interdisciplinary convergence of epistemologies, theories, and topics emphasizing the communicative constitution (and mediation) of societal governance; and finally, a desire to ethically intervene in hegemonic discourses of neoliberalism and neo-conservativism that have markedly increased conditions of global risk. To date, those scholars have addressed a variety of related topics, including: conflict; war; peace; militarism and defense; (counter-) terrorism; aid and development; surveillance; globalization; (im-)migration; (post- and neo-)colonialism; nationalism; gender, sexual, ethnic and racial identity; truth, justice and reconciliation; public health; and cyber-threats. The growing challenge posed to liberal democratic governance by populist movements in the U.S. and Europe, further, suggests that international and scholarly concern regarding security matters will remain heightened for the near future.

This special issue provides a forum for scholarship seeking to interpret and critique “security” as a multicultural and discursive phenomenon. It calls for both empirical studies and theoretical essays that expand existing interdisciplinary discussion by elaborating the distinctly communicative status of security, both within and between cultures. In keeping with the journal’s focus, submissions seeking to de-center U.S. and western-alliance/coalition discourses of security, and to promote reflective, dialogic, diverse, and pluralist discourses, are particularly encouraged. Related topics of submissions may include – but are not limited to – the following:
— Local, regional, and vernacular discourses of security, and their relationship to official discourses of national and international security;
— Evolving discursive genres and programs of security (e.g., public diplomacy);
— Discursive practices that elevate and decrease the value of life (and thus entitlement to legal rights and protections) for particular cultural groups;
— Discursive ‘securitization’ of nontraditional security concerns (e.g., climate change; public health; public education, etc.);
— Articulations of media, technology, and discourse contributing to individual and group (in-) security (e.g., surveillance of users facilitated by social media platforms);
— Communicative dilemmas and conflicts arising from the articulation of cultural discourses of identity (e.g., gender, sexual, ethnic, racial, class, religious, etc.) with hegemonic national and state discourses of identity (e.g., of citizenship, patriotism, and modernism);
— Cultural meanings and practices associated with the diffusion of state and sub-state militarism;
— Discursive intersections between the spheres of “domestic” (e.g., criminal justice) and “foreign” policy (e.g., counter-terrorism);
— National, international, and NGO discourses associated with refugee flows from current conflicts in Middle Eastern and Northern African nations;
— Organizational, professional, and institutional discourses of security (e.g., nuclear strategy; intelligence analysis; private military contractors; etc.);
— Analysis of actual interaction occurring in security contexts (e.g., border-crossings; congressional and parliamentary hearings; ‘enhanced interrogations’, etc.); and finally,
— Meta-theoretical critique of existing scholarly discourses of communication and /or security.

This special issue will be co-edited by Hamilton Bean (Associate Professor, Communication, University of Colorado-Denver, USA) and Bryan C. Taylor (Professor, Communication, University of Colorado-Boulder, USA). The deadline for submission of manuscripts is April 1st, 2017. Manuscript length should be no longer than 8000 words, including abstract, references, and tables. All submissions for this special issue should insert the phrase “Special Issue: Multicultural Discourses of Security” in the top left-hand corner of the first manuscript page, as well as noting this status in any cover letter provided.  Otherwise, manuscripts should be formatted and submitted per standard journal policies and procedures. All manuscripts will be peer-reviewed, with the timeline for requested revisions intended to ensure 2017 publication. Please contact the issue co-editors with questions.

Summer School: Vocational Integration in Post-Migrant Society (Germany)

International Summer School: Vocational Integration in Post-Migrant Society
3-7 July 2017
Sponsor: TU-Dresden
Location: Deutsches Hygiene-Museum Dresden (Germany)

As one of the largest common societal tasks in a country of immigrants, Germany qualifies the integration of people of any country of residence (ethnicity, age, gender etc.) in an inclusive, understanding society, especially the challenge to use and develop the potential of a diverse society. One focus of varying diversities within open society is the so-called post-migrant approach that focuses on the perspective of migration to and the resulting process of – social, and political transformations, conflicts, and identity constructions. The topic area of integration and labor in a post-migrational society is, in this context, of enormous importance, which essentially can improve in making societal participation possible here and considers the shortage of skilled workers and demographic advancement as well as the advancement of the job market. By extensively discussing relevant practices and concepts, the Summer School 2017 intensively situates itself within the theme of integration with a special focus on the (further) advancement of structures and processes of professional education and employment under the service of diversity.
 
Target Audience: Competition and Selection Process
 
The participant group from researchers will be composed in varied topic and background contexts who have been awarded for their excellent research activities (on the relevant qualification level) through innovative contributions to migration and integration research. Those interested are asked to describe their expertise in a clearly defined subject matter and their motivation for participation in the form of an application. A commission consisting of the applicants together with representatives of economics and sociology is then carried out for the selection of the candidates. 20 international researchers and 5 researchers of the TU Dresden will be selected.
 
The registration is open now until 31.03.2017.

Constructing Intercultural Dialogues #2: Reconciliation

Constructing ICDFollowing the recent announcement of a new series to be published by the Center for Intercultural Dialogue, the second issue of Constructing intercultural Dialogues is now available. Here is “Reconciliation,” by Maria Flora Mangano.

As a reminder, the goal of this series is to provide concrete examples of how actual people have managed to organize and hold intercultural dialogues, so that others may be inspired to do the same. As with Key Concepts in Intercultural Dialogue, these may be downloaded for free. Click on the thumbnail to download the PDF.

Contructing ICDs #2Mangano, M. F. (2017). Reconciliation. Constructing Intercultural Dialogues, 2. Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2017/03/constructing-icd-2.pdf

If you have a case study you would like to share, send an email to the series editor, Wendy Leeds-Hurwitz.


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