Central College (Iowa) Job Ad: Conflict Resolution

Assistant Professor of Communication Studies (Conflict Resolution, Negotiation, and/or Peace Communication) at Central College

Full-time, tenure-line appointment beginning August 2017.

QUALIFICATIONS: Candidates should have a PhD (ABD may apply) in Communication Studies or relevant field and some evidence of scholarly productivity.

POSITION: Candidates should be committed to undergraduate teaching and have an understanding of and appreciation for the liberal arts environment. Responsibilities for this position include teaching introduction to communication theory and a presentation course in addition to developing and teaching upper level courses in conflict resolution, negotiation and/or peace communication. Applicants should have research and teaching interests in these areas of communication as they apply to interpersonal, intergroup, organizational, community, national, or international contexts. Specific foci may include, but are not limited to, negotiation, mediation, peace communication, conflict/dispute resolution, and/or multicultural or international dialogue. The successful candidate will be expected to participate in curriculum development and be able to teach the College’s first-year or senior-year interdisciplinary seminar. In addition to teaching, all
faculty at Central College are expected to participate in the life of the college and to demonstrate an ongoing commitment to professional development.

The Communication Studies Department provides students with a broad-based exposure to the process of creating messages, meaning and relationships in a broad array of contexts. In an effort to cultivate critical thinking, clear writing, articulate speaking and proficiency
with technology, our students study communication within a variety of contexts, particularly those related to media citizenship, civic responsibility, professional engagement, and personal relationships. Through a combination of theoretical grounding and applied experience, we prepare our majors for a range of careers, enable them to participate
productively in a democratic culture, and instill in them a desire for life-long learning. This position represents a new area of emphasis for the department and one which affirms Central’s commitment to this interdisciplinary focus area. The faculty in the department and across the Central campus interact in an academically stimulating and congenial environment with a focus on student success. 100% of communication studies majors complete at least one internship and 66% participate in one of Central’s off-campus domestic or international semester programs.

APPLICATION PROCEDURE:
To apply for this position please visit www.central.edu/jobseekers/. Review of applications will commence September 15, 2016, and will continue until the position is filled. Candidates recommended for employment are subject to a background investigation. Please submit the following materials online:

1. a letter of application relating your qualifications to the position. Please discuss your interest in developing as a teacher and scholar in an undergraduate, liberal arts college
2. a curriculum vita
3. copies of undergraduate and graduate transcripts
4. a one-page statement of teaching philosophy

Three confidential letters of reference addressing the candidate’s qualifications and official transcripts can be sent electronically to centraldean@central.edu or mailed to: Vice President for Academic Affairs & Dean of the Faculty, Central College, 812 University, Pella, Iowa 50219.

University of Maryland Baltimore County Job Ad: Intercultural Communication

Tenure-Track Assistant/Associate Professor of Intercultural Communication

The Department of Modern Languages, Linguistics, and Intercultural Communication at the University of Maryland, Baltimore County (UMBC) is filling a tenure-track position at the rank of Assistant or Associate Professor in intercultural communication in any of the following languages: Arabic, Chinese, French, German, Japanese, Korean, Russian or Spanish. The department has been a pioneer in incorporating intercultural communication into its language pedagogy, enriching both the fields of language pedagogy and intercultural communication.

Teaching responsibilities will include courses in intercultural training, other areas of critical intercultural communication, and language courses in the selected candidate’s modern language at the undergraduate and graduate levels. The candidate will also participate in the supervision of theses and scholarly papers in the department’s interdisciplinary MA program in Intercultural Communication.

UMBC has a strong commitment to increasing faculty diversity. We are especially proud of the diversity of our student body and we seek to attract equally diverse faculty. Successful candidates must be able to work in a multicultural environment and support diversity and inclusion reflecting our student body. Furthermore, the successful candidate should embrace our vision and mission, and be committed to inclusive excellence and diversity. Members of minority groups, women, veterans and individuals with disabilities are strongly encouraged to apply.

Qualifications
We are searching for a candidate with expertise in any of the following languages: Arabic, Chinese, French, German, Japanese, Korean, Russian or Spanish. Candidates should have in hand a PhD in intercultural communication or a closely related field, experience in intercultural training, and native or near-native proficiency in at least one of the modern languages above. We welcome applications from applied linguistics, translation and transcultural studies, critical intercultural communication, and other fields that engage with intercultural modern language studies. Employment is contingent upon the candidate’s obtaining and maintaining appropriate visa status, if applicable. For more information about the MLLI department and the INCC program, please consult http://mlli.umbc.edu.

Application Instructions:
Please prepare a writing sample (one or two pages) that communicates a vision for the history, theories, and methodologies of the field as well as your agenda for research, teaching, training, service, and outreach.

Please submit all materials (including a two-page letter of application, CV, writing sample, unofficial graduate transcripts and three letters of reference) via Interfolio (position number 36255) by October 15, 2016. For questions, please contact:

Dr. Edward Larkey, Search Committee Chair (larkey[at]umbc.edu)
Department of Modern Languages, Linguistics and Intercultural Communication
University of Maryland, Baltimore County

Equal Employment Opportunity Statement
UMBC is an Equal Opportunity/Affirmative Action Employer

Conflict Management Questionnaire

Call for participants
Seeking American respondents who are 18 or older to fill out a conflict management questionnaire

Dr. Eura Jung, Steven Young, and Rita Nassuna are researchers from the University of Southern Mississippi and are conducting research comparing the influences of personality, culture, and gender on conflict styles. They are checking to see which factor has the most significant impact on an individual’s conflict management style. If you are 18 or older, please help by taking the 10-15 minute survey. The researchers sincerely appreciate your help.

This project has been reviewed by the Institutional Review Board, which ensures that research projects involving human subjects follow federal regulations. Any questions or concerns about rights as a research participant should be directed to the chair of the Institutional Review Board, The University of Southern Mississippi, 118 College Drive #5147, Hattiesburg, MS 39406-0001, (601) 266-6820. If you have any questions about this survey, please email the researcher Dr. Eura Jung at eura.jung[at]usm.edu. Your time and input are greatly appreciated!

Key Concept #72: Intertextuality Translated into French

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC#72: Intertextuality, originally written by Michele Koven for publication in English in 2015, which she has now translated into French. This is the first concept to be published in French, but several others are in process.

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.

KC72 Intertextuality_French_v2Koven, M. (2016). Intertextualité. Key Concepts in Intercultural Dialogue, 72. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2021/05/kc72-intertextuality_french_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.

CFP International Association for Dialogue Analysis 2017 (Bologna)

The 2017 International Association for Dialogue Analysis (IADA) conference will be held from October 11-14, 2017 at the University of Bologna (Department of Education) and is sponsored by the School of Psychology and Education, the FAM (Fondazione Alma Mater), and the International Association for Dialogue Analysis.

The conference focuses on the role of dialogue or interaction in displaying, maintaining, creating yet also defying the crucial dimensions of the world we live in. This process is particularly at play – although not necessarily noticed – in everyday life. Rather than a context, this phenomenological notion indicates the obvious, routine, quasi-natural quality of most human practices taking place in ordinary as well as institutional contexts. Quoting a well-known formula by John Heritage (1984) yet applying it beyond the micro-level of the hic et nunc discursive environment, we propose to conceive dialogue as “context shaped and context renewing.” Overcoming the “interactional reductionism” (Levinson, 2005) implied in focusing solely on the emergent properties of language use, as well as any simplistic return to sociocultural, psychological an even material determinism, dialogue and interaction are seen as an “intermediate variable” (Ibidem) or faits d’interface (Descola, 2016) connecting the micro-order of everyday life and the macro-order of shared culture and social structure. As Rommetveit put it forty years ago, dialogue is “the skeleton” or “the architecture of intersubjectivity” (1976).

The conference welcomes empirical and methodological papers from different disciplinary perspectives that focus on dialogue and interaction as carriers of, and tools for culture, social organization, moral horizons, identities and change. Theoretical papers are more than welcome insofar as they provide some empirical illustration of the paper’s theoretical point(s). The conference includes but it is not limited to, the following subthemes:

* Dialogue and Health (e.g. dialogue as therapy; dialogue in clinical settings; medical interaction; dialogue in multilingual-multicultural healthcare contexts; dialogue in social work).

* Dialogue, Justice and Social Change  (e.g. dialogue in policing including interrogations, citizen calls; criminal, civil and administrative law; transidioma and  asylum; intercultural institutional talk; social conflicts and Alternative Dispute Resolution practices; family and social mediation; restorative justice).

* Dialogue and Materiality (e.g. inter-objectivity; Actor-Network-Theory; things as dialogic entities; humans and non-humans interaction; socio-semiotics; dialogue and technologically saturated environment; the object’s affordances and the user’s agenda).

* Dialogue and Organization (e.g. dialogue as an organizing phenomenon; leadership and dialogue; expertnovice interaction; authority and power in organizational communication).

* Dialogue, Socialization and Education (e.g. dialogue in friendship and peer culture; family everyday talk; language socialization; classroom talk; dialogue in everyday school-life; assessment as a dialogic practice; teachers-parents conference; L2 learning activities; coaching and training).

* Dialogue, Text and Language (e.g. dialogue as text; dialogue in literary texts, CMC and audiovisual texts; text and reader dialogue; textual representations of dialogues; dialogue in advertising, advertising as dialogue; dialogue in propaganda and political speech; grammar, lexicon and cultural norms in everyday talk).

Deadline: 30 November 2016.

We invite extended abstracts (500 to 700 words) or full papers of a maximum of 30 pages, including references. Any citation style is permitted (e.g., MLA, APA, Chicago).  Submission opens on June 30th 2016, and closes on November 30th 2016 at 23:59 local time in Italy. Notification of acceptance in March 2017.

For details and instructions see the conference website page:  https://eventi.unibo.it/international-conference-iada-bologna2017/submission

Scientific organization Letizia Caronia (Dipartimento di Scienze dell’Educazione, Università di Bologna) Marzia Saglietti, Ph.D (Dipartimento di Scienze dell’Educazione, Università di Bologna)

Contacts:  For any inquiry concerning the extended abstract/paper submission please contact:  paper.iadaconference2017@unibo.it

For any inquiry concerning the conference organization please contact:  info.iadaconference2017@unibo.it

Sawyer Seminars Funding Available from Mellon Foundation

As part of their funding for Higher Education and Scholarship in the Humanities, the Andrew W. Mellon Foundation‘s Sawyer Seminars provide support for comparative research on the historical and cultural sources of contemporary developments. The seminars have brought together faculty, foreign visitors, postdoctoral fellows, and graduate students from a variety of fields mainly, but not exclusively, in the humanities and social sciences, for intensive study of subjects chosen by the participants. Foundation support aims to engage productive scholars in comparative inquiry that would (in ordinary university circumstances) be difficult to pursue, while at the same time avoiding the institutionalization of such work in new centers, departments, or programs. Sawyer Seminars are, in effect, temporary research centers.

Each seminar normally meets for one year.  Faculty participants have largely come from the humanities and social sciences, although faculty members from professional schools have also been key participants in a number of seminars.  Seminar leaders are encouraged also to invite participants from nearby institutions.  As the Foundation reviews proposals, preference is given to those that include concrete plans for engaging participants with diverse affiliations.

Sawyer Seminar awards provide support for one postdoctoral fellow to be recruited through a national (or international) competition, and for the dissertation research of two graduate students.  It is expected that the graduate students will be active participants in the seminars, and the seminars’ contributions to graduate education in the humanities and social sciences will be carefully considered even though they are not intended to be organized as official credit-bearing courses.

There is no requirement that they produce a written product.

Selection and Award Process
Institutions are invited to submit proposals for a Sawyer Seminar.  It is expected that university administrators and others will communicate the Foundation’s invitation and the particulars of the program broadly to the faculty.  Institutions are to decide through an internal process which proposals they will submit to the Foundation for consideration.

Proposals should describe:  (1) the originality and significance of the central questions to be addressed; (2) the cases to be compared (e.g., nations, regions, social aggregates, time periods) and the rationale for the comparisons that are selected; (3) the thematic “threads” that will run through the seminar; (4) the institution’s resources and suitability for the proposed seminar; and (5) the procedures to be used in selecting graduate and postdoctoral fellows. Additionally, proposals should include a budget and a well-developed preliminary plan for the seminar that outlines the specific topics to be addressed in each session and provides the names and qualifications of the scholars who would ideally participate.

After they are submitted to the Foundation, proposals are reviewed by an advisory committee of distinguished scholars. In a typical year, approximately two-thirds of proposals are recommended for funding. The panel has the option of recommending that proposals not funded but adjudged to be promising be resubmitted in a subsequent year. The seminars recommended by the committee are put before the Foundation’s Board of Trustees for its approval.

Following approval by the Foundation’s Trustees, funds are disbursed to the host institution. Past experience suggests that it can take a year or more to organize the seminars.

Budget

Budget
Maximum awards are determined with each competition and are included in the letter of invitation. It is expected that each seminar’s budget will provide for a postdoctoral fellowship to be awarded for the year the seminar meets, and two dissertation fellowships for graduate students to be awarded for the seminar year or the year that follows. The amount for postdoctoral fellowship awards and dissertation fellowship stipends should follow institutional practices. Travel and living expenses for short stays by visiting scholars and the costs of coordinating the seminar, including those incurred for speakers and their travel, may be included. The grants may not, however, be used for the costs of release time for regular faculty participants, or for indirect costs.

A few examples of past seminars:

• Tufts University, “Comparative Global Humanities,” Lisa Lowe, Kris Manjapra, and Kamran Rastegar
• University of California at Irvine, “Documenting War,” Carol Burke and Cècile Whiting
• University of California at Santa Cruz, “Non-Citizenship,” Catherine Ramirez, Juan Poblete, Felicity Amaya Schaeffer, and Sylvanna Falcón
• University of Illinois at Chicago, “Geographies of Justice:  A Scholarly and Public Dialogue Series about the Contested Terrain and Meaning of Freedom in the 21st Century World,” Barbara Ransby

Key Concept #3: Intercultural Competence Translated into Arabic

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC3: Intercultural Competence, which Lily Arasaratnam wrote in English in 2014, now translated into Arabic by Fahd Alalwi, of the Prince Sattam Bin Abdulaziz University, in Saudi Arabia.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail of the translation to read it. 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.

KC3 Intercultural Competence_Arabic-v2Arasaratnam, L. (2016). Intercultural competence [Arabic]. Key Concepts in Intercultural Dialogue, 3.  (F. Alalwi, Trans.). Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2021/07/kc3-intercultural-competence_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.

Director of Language Academy, U Central Lancashire Job Ad

Director of Studies of UCLan Language Academy
University of Central Lancashire – School of Language and Global Studies
Closes: 4th September 2016

Founded in 1828, the University of Central Lancashire in the city of Preston is a large, dynamic university with a learning community approaching 38,000. Our mission – to help talented people from all walks of life to make the most of their potential – was highlighted when the University achieved IIP Gold status in 2014.

The University Language Academy, formed in 2014, is a thriving academic and teaching community, with a substantial and growing international profile drawing in students from around the globe on year round and short courses in English Language, EAP, ESP and Teacher Training.

The ULA also houses the Testing team, delivering English tests to our partnership network in Europe, Asia and the Middle East as well as commercially. The ULA is a key unit for the College of Culture and the Creative Industries and supports the University to deliver its strategy up to 2020 and in particular the key performance indicators for internationalisation, student attainment and industry links. With continued growth and income year on year, the ULA is expanding into new premises in order to help support its role and business within the University.

The Director of Studies role provides an exciting opportunity for the successful candidate to effectively develop and lead the growth of the University Language Academy through effective strategic management and by building a portfolio of language training, assessment and related CPD programmes that will be attractive within the context of a UK and international market.

Applicants must have a strong record of academic and/or management leadership in developing English language, intercultural and teacher training programmes in both a UK and international context. Applicants must demonstrate the ability to effectively lead and manage a team of staff to achieve specific goals and objectives while also possessing experience of developing innovative and creative language and intercultural programmes which are attractive to a UK and international market.

A higher degree classification is required, with also full membership of relevant Professional bodies in the area of languages, communication or business. Applicants must also be recognised as a teacher trainer with a DELTA qualification or equivalent. The post holder will demonstrate excellent leadership skills with the ability to motivate and foster a strong team ethic. The ability to identify new opportunities and develop creative and innovative solutions is also essential.

For informal discussions about this role, please contact Isabel Donnelly, Dean and Director of Language and Global Studies: IMDonnelly[at]uclan.ac.uk

Applicants need to meet all essential criteria on the person specification to be considered for interview.

Please apply online via www.uclan.ac.uk/jobs or by contacting Human Resources on 01772 892324 and quoting the reference number. CVs will not be considered unless accompanied by a completed application form.

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Job Ad Stanford University

STANFORD UNIVERSITY
Islam & Gender in the Social Sciences
Assistant Professor or Tenured Associate Professor

Stanford University invites applications for a tenure-track Assistant Professor or a tenured Associate Professor faculty position in Islam and gender. The successful candidate will be based in a social sciences department and will also be expected to contribute to the Abbasi Program in Islamic Studies’ curricular and outreach efforts. A focus on the Middle East and/or Southeast Asia is preferred. The appointment can be in one of the following departments in the School of Humanities and Sciences: Anthropology, Communication, Political Science, or Sociology. Teaching responsibilities will be determined by the home department.

Applicants should provide a cover letter including a brief statement of teaching and research interests (no more than 3 pages), a curriculum vitae including a list of publications, and a recent writing sample. Assistant level and untenured applicants should arrange to have three letters of reference submitted to AcademicJobsOnline.org.

Currently tenured applicants may submit only the names of the three references at this time. For full consideration, materials should be received by October 3, 2016.

Please use the following link to apply: https://academicjobsonline.org/ajo/jobs/7445

Stanford University is an equal opportunity employer and is committed to increasing the diversity of its faculty. It welcomes nominations of and applications from women, members of minority groups, protected veterans and individuals with disabilities, as well as from other who would bring additional dimensions to the university’s research, teaching and clinical missions.

IDEA CAMP 2017: Moving Communities

European Cultural Foundation (ECF)
IDEA CAMP 2017: Moving Communities

What’s the Idea Camp?
ECF’s Idea Camp is a three-day collaborative working platform organised within the framework of Connected Action for the Commons, a network and action research programme led by ECF together with six cultural organisations from across Europe.
• The Idea Camp 2014 took place in Marseille, France and focused on the topic “Connected Action for Public Space”.
• The Idea Camp 2015 took place in Botkyrka, Sweden under the theme “Build the City”, applying the principles and ethics of the commons.
• The Idea Camp 2017 will take place in Spain on 1-3 March 2017 and will focus on the theme “Moving Communities”.

ECF believes in bold alternatives provided by citizens through their local cultural initiatives. At this time of transition, ECF invests in these local initiatives to help them to become enduring solutions to the challenges facing our continent. Europe as a shifting ‘home’ of changing communities – where people can live together in solidarity, accepting their differences – is an urgent priority in ECF’s focus over the coming years.

Moving Communities
We are living and working in an increasingly complex environment. Across Europe and its neighbouring countries, more and more people are confronted with discrimination and exclusion on a daily basis – whether economically, politically or culturally. As a result, societies are becoming more and more fragmented, extremism is on the rise, and the divisions between people – and between individuals and institutions – are growing ever wider.

Migration, distrust towards traditional institutions and the widening gap between the idea of a democratic Europe and the reality of a divided continent are among the biggest challenges that we are facing at present. These challenges are not new, but they have reached a degree that directly affects existing systems and policies, both at national and European levels.

Entitled “Moving Communities”, ECF’s third Idea Camp will focus on the current positive, radical resistance movements that are daring to counteract anti-democratic practices.

Co-hosted by Platoniq, the Idea Camp will take place in Spain from 1 to 3 March 2017 and will bring together 50 participants whose emerging, groundbreaking ideas demonstrate a firm desire to contribute to fostering political imagination, building bridges and effectively contributing to the development of a society with a stronger sense of social justice. Based on the values of sharing, inclusion and openness, the Idea Camp offers Idea Makers a unique opportunity to meet peers from diverse backgrounds and with different visions from across Europe and its neighbouring countries.

Quick links
• Idea Camp 2017 application guidelines
• FAQ
• About Connected Action for the Commons
• A general introduction to the Idea Camp
• Previous editions: Idea Camp 2014 and 2015
• R&D grantees 2014 and 2015
• Info pack to help ECF share this call