Center for Intercultural Dialogue

SSRC Transregional Research Fellowship: InterAsian Contexts and Connections

SSRC Transregional Research Junior Scholar Fellowship: InterAsian Contexts and Connections
OPEN FOR APPLICATIONS, NEXT DEADLINE IS SEPTEMBER 19, 2016. APPLY NOW

The Social Science Research Council Transregional Research Program aims at promoting excellence in transregional research and interrogating boundaries that have long divided world geographies and academic communities.

Transregional Research Junior Scholar Fellowship: InterAsian Contexts and Connections, builds upon the SSRC’s current transregional grants program through which more than 50 individual fellowships totaling nearly $2 million have been awarded. These longer-term fellowships are designed to support junior scholars as they work on first or second projects and to be disbursed flexibly over a sixteen-month period. Fellows can be affiliated anywhere, need not be full-time employed, and can use the funds for research or writing. Fellowship amounts will vary based on the proposed research activities, timeline, and location, and awards will be granted of $20,000–$45,000

Transregional Research Junior Scholar Fellowships: InterAsian Contexts and Connections (formerly the Postdoctoral Fellowship for Transregional Research) are awarded for projects that reconceptualize research on Asia as an interlinked historical and geographic formation stretching from West Asia (including Turkey) through Eurasia, Central Asia and South Asia to Southeast Asia and East Asia, as well as projects that explore linkages beyond this expanse. Proposals that explore the connections between Asia and Africa are encouraged in this round of the competition.

Specifically, the fellowships will reward work that promises to push the boundaries of current frameworks for transregional and transnational research. The grants will enable fellows to devote sustained attention to completing first books and/or formulating second projects and developing innovative teaching materials and resources, including publicly available digital resources. In addition, the fellows’ workshops will create networks that will continue to support fellows well beyond the grant period.

By targeting junior scholars up to five years out of the PhD, these fellowships provide crucial support at a time when it may be easier for researchers to explore broader dimensions of and contexts for their work (including interdisciplinary perspectives) than during the dissertation itself. In addition, these fellowships will:
• Enable researchers whose training has been primarily disciplinary to deepen engagements with regional scholarship (and vice versa).
• Enable researchers to develop cross-regional or multi-site projects that depend on investments in language learning and gaining site-specific knowledge.
• Provide occasions for bringing people from more literary, historical and social science branches of the humanities into stronger interactions with one another through the study of specific themes or sites (e.g. classicists, historians, art historians, anthropologists and sociologists engaged in Mediterranean studies).
• Allow for bringing people with experience in specific transregional contexts together to undertake comparative research around transregional phenomena such as waterways, diasporas, aid relationships, or cultural flows.

Key Concept #1 Intercultural Dialogue Translated into Arabic

Continuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC1: Intercultural Dialogue, which I wrote in English to start the series 2 years ago, 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.

Leeds-Hurwitz, W. (2021). Intercultural dialogue [Arabic]. Key Concepts in Intercultural Dialogue, 1. (F. Alalwi, Trans.). Available from: https://centerforinterculturaldialogue.org/wp-content/uploads/2021/06/kc1-icd_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

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

CFP Ethnic Media in the Digital Era

Call for Manuscripts for Co-Edited Volume on Ethnic Media in the Digital Era

The ethnic media sector is transforming and expanding in the digital era. It is a sector in the media industry that has seen considerable growth in the past decade, while many mainstream, legacy media have struggled to survive or ceased to exist. Ethnic media have gained more visibility among not only the larger media industry’s stakeholders (including marketing and advertising professionals) but also policymakers. This has been especially true in the U.S., but also in Canada, Australia, and across the European Union.

A confluence of factors is transforming and expanding this sector, including immigration generation shifts among some of the largest ethnic populations in immigrant-receiving countries, the increasing visibility of hybrid cultural, racial, and ethnic identities, the seemingly constant emergence of new media technologies, and the global political economy of media industries. New and emerging media projects are constantly adding diversity to the ethnic media sector, and simultaneously challenging established knowledge and expectations around what ethnic media are and what they look like, what roles they perform in the lives of their audiences, what the motivations of their producers are, what their relationship is with mainstream media, and what challenges they face as they strive to become sustainable operations in the digital era.

The Internet has challenged, and in many ways fundamentally changed, the way that media interact with their audiences, the modes of media production and competition, as well as established business models. Mainstream media have tried and tested a variety of approaches to effectively respond to these challenges and changes, with varying levels of success. Their successes and failures have and continue to be documented in academic and trade publications.

In contrast, we know less about ethnic media. For several years, academics and professionals involved in ethnic media have speculated that ethnic media are lagging behind mainstream media with respect to adoption of the Internet and the use of related technologies to produce and distribute content, communicate with their audiences, and develop new revenue streams. Some have argued that this is because ethnic media organizations tend to be smaller, local, and often non-profit entities, thereby lacking the technological know-how and the human and financial resources necessary to create and maintain online content. From a different perspective, others suggest that ethnic media may be protected from the challenges created by the Internet (e.g., cannibalization of offline content, new sources of competition) because, among other reasons, they are well-positioned in niche markets to provide valuable content, for which other media (traditional and new) cannot provide substitutes.

Another source of innovation and change in the ethnic media sector is the increasing participation of younger generations in media production, which is facilitated, at least partially, by new communication technologies. Although many ethnic media are founded by and for first-generation immigrants, an increasingly larger number of youth who adopt hyphenated and hybrid identities are creating a variety of online communicative spaces of their own such as Angry Asian Man and Racialicious (U.S.) and Schema Magazine (Canada). However, there is scant research on these new media projects.

To begin to address the aforementioned major gaps in the literature, an in-depth examination of continuities and changes in the ethnic media landscape around the globe in the digital era is necessary.

For this edited volume, the co-editors welcome manuscripts on an array of topics, such as:
-Digital divides and ethnic media
-Digital diasporas or cyber ethnic communities
-The impact of the digital revolution in the everyday lives of ethnic media audiences
-Youth, cultural/racial/ethnic hybridity, and media consumption and production
-Journalism, professional identity, and ethnic media producers
-Media competition and new business models in the digital era
-Ethnic-mainstream or interethnic media relations in the global media industries
-Communication policy, media law, and ethnic media in the digital era
-Minority languages, media, and media technologies
-Historical perspectives on technology and ethnic media

Theoretical essays, empirical studies, case studies, and policy-oriented scholarship on the abovementioned topics conducted in any geographical area of the world are welcomed. Scholarship pertaining to regions of the world less studied (e.g., Africa, East and South Asia, Central and South America), and that is comparative in nature, is encouraged. Work based on any theoretical perspective and methodological framework, and work by authors from all disciplines, including media and communication studies, journalism, sociology, political science, and economics, will be considered.

Deadline for abstract:
Please indicate interest by submitting a 500-word abstract as a Word document attachment directly to Sherry Yu (sherry.yu@temple.edu) and Matthew Matsaganis (mmatsaganis@albany.edu) by August 31, 2016

Decision:
September 30, 2016

Deadline for full paper:
December 15, 2016

Publication: Spring 2018

A few words about the Editors:

Sherry S. Yu (PhD, Simon Fraser University, School of Communication) is Assistant Professor in the Department of Journalism, and a faculty member in the Media & Communication doctoral program at Temple University. Her research explores cultural diversity and media in relation to cultural literacy, civic engagement, and intercultural dialogue in a multicultural society, with a specific focus on ethnic media, multiculturalism, and transnational migration. Her research has been published in Journalism: Theory, Practice & Criticism, the Canadian Journal of Communication, Canadian Ethnic Studies, and PLATFORM: Journal of Media and Communication.

Matthew Matsaganis (PhD, University of Southern California, Annenberg School for Communication & Journalism) is Associate Professor in the Communication Department, and Affiliate Graduate Faculty in the Department of Informatics, at the State University of New York at Albany. He is the lead author of Understanding Ethnic Media: Producers, Consumers and Societies (Sage, 2011). His research addresses issues of ethnic media consumption, production and sustainability, the role of communication in building community capacity, health disparities and the social determinants of health, as well as the social impact of technology. His research has been published in Journalism, the International Journal of Communication, the Journal of Health Communication, the Journal of Applied Communication Research, Human Communication Research, the Electronic Journal of Communication, the Journal of Information Policy, and the American Behavioral Scientist, among other scholarly journals. Matthew is also a recovering print journalist. He has worked for a variety of publications in Athens, Greece, and New York City.

SSRC Global Summer Semester Residency at the University of Gottingen

SSRC Global Summer Semester Residency at the University of Göttingen

As of 2016, the SSRC, working in collaboration with the CETREN Transregional Research Network at the University of Göttingen, is pleased to offer a short-term summer semester residency that will link researchers to the CETREN Transregional Research Network and the University of Göttingen.

The sponsor encourages applications addressing the following interrelated research themes and will also consider applications on other themes if prospective fellows wish to work on projects that engage with and reflect the existing research expertise at CETREN and the University of Göttingen:
1. Movements of Knowledge
– Entangled conceptual histories/”words in motion”/traveling theory: the global spread of concepts from the 18th century onwards
– New sites of knowledge production beyond the academy: the growth of think tanks; digital knowledge; civil society expertise; military knowledge in the shaping of regional and transregional knowledge
– Comparative global histories of area studies/regional studies
– Transregional diffusions and modulations of policy knowledge

2. Media, Migration, and the Moving Political
– International and domestic migration and the reshaping of political sovereignty, subjectivity, and citizenship practices; the migrant as political subject
– Migration and the generation of new normative orders (sovereignty; democracy; religion; work)
– Media flows and “new politics”
– Digital media and democratic futures; media and populism

3. Religious Networks.

These fellowships are open to all scholars in the humanities and social sciences (but not the arts).

The two geographic priorities are InterAsia and “Europe in a transregional context.” InterAsia includes all countries and regions stretching from West Asia through Eurasia to Central Asia, South Asia, Southeast Asia and East Asia.

This award is subject to final grant approval from the German Ministry of Education and Research.

Eligibility
*Applicants must have the PhD in hand at the time of application.
*There is no affiliation requirement for applicants. All fellows must be affiliated with the University of Göttingen for the three-month 2017 summer semester.
*There are no citizenship requirements for this fellowship.

Applicant Type
New Faculty/New Investigator
Ph.D./M.D./Other Professional

Amount
$7,500USD

Fellows will receive €2,500 per month for three-months and one round trip economy class plane ticket to Göttingen. Award funds will be disbursed directly to individual grant recipients. In addition, the University of Göttingen will provide in-kind support in the form of office space and access to university resources.

Fellowship funds are to be expended over a three-month period and used for living expenses while in residence at the University of Göttingen.

Fellowship funds need to be expended in one continuous period (three-month 2017 summer semester, April 15, 2017 – July 15, 2017).

Key Concept #6 Intercultural Capital Translated into Spanish

Continuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC6: Intercultural Capital, written in 2014 in English, and now translated into Spanish, by Andreas Pöllmann.

Pöllmann, A. (2016). Capital intercultural. Key Concepts in Intercultural Dialogue, 6. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2016/07/kc6-intercultural-capital_spanish.pdf

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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

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Communication Theory Book Reviews Wanted

Communication Theory
Call for Book Review Proposals

The journal Communication Theory invites book reviews of one to three texts (maximum length 1500 words) of works relevant to the topic of communication theory, particularly those contributing to diversity in perspectives. Although Communication Theory is currently limited to publication in English, this new feature seeks to promote inclusivity through reviews of publications that are themselves not available in English. We prefer proposals to review books that have been published within the last ten years. Our aim is to facilitate comprehensive dialogue across linguistic and other boundaries, on our core communication issues. Proposals for book reviews will be considered on a rolling basis. These reviews would address one to three texts in 500-1500 words.

Please send proposals to the Editor-in-Chief, Karin.wilkins[at]austin.utexas.edu, who will consult with Associate Editors in determining approval.

Communication Theory offers a distinguished global forum for dialogue on critical theoretical issues in communication, through publication of insightful and innovative articles and reviews. This journal is committed to integrity through rigorous peer-reviewed processes that promote standards of excellence. We encourage submissions that reflect and recognize strength in interdisciplinary approaches to the study of communication, that consider diversity in perspectives, and that contribute to public engagement. Research articles and reviews are appropriate when they clearly advance theoretical approaches relevant to communication scholarship. We respect and invite diversity in areas of academic interest and research approaches, as well as in gender, sexuality, ethnic, national, and regional origin.

Royal Roads University job ad: Leadership Studies (Canada)

Royal Roads University is seeking applications for the position of Faculty Member in the School of Leadership Studies, Faculty of Social and Applied Science, at the rank of Assistant Professor or Associate Professor, based on qualifications and experience. Reporting to the School Director, as a full-time Faculty Member you will be invited to contribute to all aspects of the School, with a particular focus on the Master of Arts in Global Leadership (MAGL). Launched in 2015, the MAGL program engages students in intensive on-campus residencies, online delivery of courses, international field excursions, and applied capstone projects.

The MAGL program is focused on theoretical and applied approaches to the understanding and practice of leadership in a global context for the NGO and social purpose sector. MAGL courses develop competencies in areas of personal leadership, cross-cultural communication, systems thinking, team facilitation, strategic decision making, public administration, community development, conflict resolution, and more. The program offers a holistic, transdisciplinary, approach to learning leadership.

The ideal candidate is a scholar-practitioner who brings informed professional practice, international and intercultural experiences, research accomplishments in multicultural or international contexts, and academic scholarship in graduate level course topics pertinent to the MAGL Program.

In the School of Leadership Studies, we believe that effective leadership can transform people, organizations, and communities. We embrace a theory of change that directly links leadership to learning and inquiry. Our vision is to connect scholarship with practice to change the world, one leader at a time. We use a co-teaching model to provide authentic, challenging, collaborative, and engaging learning experiences through our leadership programs and our research initiatives.

Our outcomes-based graduate-level programs have been honed over the years to continually deliver relevant leadership education that is practical and grounded in scholarship. We are a dedicated group of faculty and staff members who are passionate about learning and committed to our students getting the most from their leadership journeys. We also strive to incorporate emerging, innovative, and values-based leadership theories, research, and practices into our educational programming.

Core faculty members are expected to teach several courses a year, both face to face and via Moodle. This often includes course revisions and curriculum development work. RRU faculty members are expected to develop and engage in their own research and inquiry, resulting in publication and conference presentations. You will also have responsibilities in educational administration, including adjudicating applications into School programs and participating in a range of service activities in the School and across the University. You will be expected to take on additional roles, such as Program Head and becoming a member of the Research Ethics Board.

Qualifications:
The ideal candidate will possess:
*Doctoral degree in a field related to global leadership (e.g., Human Development and Organizational Systems, Public Administration, International Development, Community Development)
*Professional/applied leadership experience in global contexts
*Willingness and ability to take on significant academic administrative duties in a fast-paced environment
*Record of applied social research and familiarity with collaborative, action-oriented approaches to research
*Understanding of research ethics for applied student research in a range of organizations
*Demonstrated teaching excellence at the graduate level in a field related to global leadership, in face to face and online environments
*Experience in designing and delivering online instruction
*Experience in the integration and use of experiential, adult learning principles in curriculum design, delivery, and assessment, particularly at the graduate level
*Ability to work effectively in team-based course delivery
*Experience in facilitating and evaluating practice-based learning outcomes
*Ability to work within a transdisciplinary curriculum
*Experience in and understanding of organizational and community leadership and organizational or community change
*Experience in supervision of graduate students
*Demonstrated ability to work collegially as a team member with a variety of teams and stakeholder groups

In addition to a collegial learning community, RRU offers a comprehensive compensation package, with a starting salary and academic rank based on qualifications and experience. This is an initial five-year appointment with the possibility of conversion into a continuing appointment, subject to performance and program needs.

The competition began on July 11, 2016 and the review of materials received will commence on September 20, 2016; however, the competition will remain open until a successful candidate is found.

To apply please forward your cover letter, curriculum vitae, and a statement of teaching philosophy (preferably in one document and PDF format) to:
rru-career-opportunities@royalroads.ca with a subject line of:
16-054-F0159 – Last name, First name
Or mail to: Human Resources – Career Opportunities
Royal Roads University
2005 Sooke Road
Victoria, BC V9B 5Y2
Fax: (250) 391-2570
Tel: (250) 391-2511

While Royal Roads University values all applications we receive, only those candidates short-listed for further consideration will be contacted. RRU is an equal opportunity employer, committed to the principle of equity in employment. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority consideration.

If you are sending your application via e-mail, please ensure that your electronic file is saved in MS Word, Adobe PDF, or text format.

Key Concept #1: Intercultural Dialogue Translated into Turkish

Continuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC1: Intercultural Dialogue, which I wrote in English to start the series 2 years ago, now translated into Turkish by Kenan Çetinkaya.

Leeds-Hurwitz, W. (2016). Kültürlerarası diyalog. Key Concepts in Intercultural Dialogue, 1 (K. Çetinkaya, Trans.). Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2017/09/kc1-icd-turkish.pdf

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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

CFP Rhetoric Society of Europe (UK)

CFP: The Sixth “Rhetoric in Society” Conference of the RSE
University of East Anglia, Norwich
July 3rd-5th 2017

Hosted by:
The Rhetoric Society of Europe (RSE)
The Rhetoric and Politics Group of the UK Political Studies Association
The School of Politics, Philosophy, Language and Communication Studies, University of East Anglia
“Rhetorics of Unity and Division”

Keynote speakers include:
Gerard Hauser (University of Colorado, Boulder)
Quentin Skinner (Queen Mary University London)
Plus more to be confirmed.

CALL FOR PAPERS
Proposals are invited for panels, papers, roundtables and other forms of presentation to be delivered at the Sixth Conference of the Rhetoric Society of Europe. The conference will take place from July 3rd to 5th 2017 at The University of East Anglia in the medieval city of Norwich, in the United Kingdom.

We welcome proposals for:
– papers or panels which speak to the conference theme (explained below)
– papers or panels which address general issues related to the theory, analysis & practice of rhetoric in society
– other kinds of presentation such as roundtables or debates

Conference Theme: Rhetorics of Unity and Division
We particularly welcome proposals which speak to the conference theme of Rhetorics of Unity and Division. As Kenneth Burke showed us, rhetoric has the capacity to generate ‘identification’ between people, forging and affirming community. It also has the capacity to create divisions, distinctions and differences – as a way of creating new communities but also as a way of maintaining hierarchies and exclusions or of promoting and prolonging hostility. This is not only a social or political effect of rhetoric. It goes to the core of what rhetoric is: a practice which involves inventive ‘division’ – persuading people by breaking up issues and phenomena in particular ways, connecting some ideas while constituting others as antithetical.

It is possible to see the present day as marked by a rise in rhetorics of division – between ‘them’ and ‘us’, nations and regions, religions and classes. What forms does such rhetoric take? Does it repeat old and well-known rhetorical strategies or are there new forms of divisive rhetoric? To what extent is such rhetoric merely reflecting deep social divisions and to what extent does it create them? How are changes in the modes and means of communication enabling or disabling such division? Are these best conceived of as private or public, everyday and vernacular or exceptional and elite forms of rhetoric?

It is also possible to see the present as marked by a rise in new kinds of rhetoric of unity. There are many examples of new claims about identity and community (sometimes made against ‘traditional’ identifications) and contemporary means of communication are enabling people to form new rhetorics of unity across once impermeable borders (and with new kinds of intensity). How can we best understand these new kinds of rhetorical identity? What kinds of distinct strategies do we find in contemporary rhetorics of unity? What sorts of division, or unity, can be identified as outcomes of rhetorical strategies and actions?

We welcome proposals for papers or panels that address these themes and issues in any way.

General Papers
We also invite proposals for papers and panels more generally concerned with the theory, practice or analysis of rhetoric. This may include, for example, historical scholarship, theoretical analysis and contemporary cultural or political critique; work grounded in political theory, philosophy, languages and linguistics, argumentation, literary studies, communication studies, composition, media studies, psychology, sociology, history, cultural studies and more. Papers might be comparative, national or international in focus, concerned with particular orators, ideologies or movements; they might draw on queer theory, critical race theory, post colonialism and focus on spoken, written or audio-visual communication.

Alternative Presentations
We welcome proposals for forms of presentation other than panels and papers. This might include: roundtables addressing key rhetorical themes, works or phenomena; debates between contending positions; other, novel and effective ways of communicating research findings, claims and arguments.

How to Submit a Proposal
Please email: RSEconference6[at]gmail.com
In your proposal be sure to provide the following details:
*Your name and institutional affiliation
*What you are proposing (paper, panel, roundtable etc.)
*Title
*Abstract (250 words exclusive of references)
*If you are proposing a panel or roundtable please include details of the overall theme and of the other participants.

Deadline for Submissions: December 16th 2016.
Notification by: January 20th 2017.

Seeking Research Advisors For Live, International, Family-to-Family Dialogues

CID has been asked to publish the following opportunity for collaboration:

SEEKING RESEARCH ADVISORS FOR LIVE, INTERNATIONAL, FAMILY-TO-FAMILY DIALOGUES

I’m the founder of Learning Life, a small educational nonprofit based in Washington DC that’s developing a Citizen Diplomacy Initiative that will soon put lower-income American families (starting in DC) in live dialogue via internet video with similar families in other nations.

We’re currently developing a pilot project that will use experimental method to measure results of these live, family-to-family dialogues. We’re accordingly looking for intercultural researchers who use experimental method, and who can help us answer questions (about method, especially, but also theory and the research literature on intercultural dialogue) by phone or email briefly (typically less than 30 minutes by phone) as questions come up.

We don’t have funding for research advisors, but we are happy to recognize our advisors on our website.
Feel free to email or call me with any questions. Thanks in advance for your response!

Paul Lachelier, Ph.D.
Founder & Director, Learning Life
paul[at]learninglife.info
Cell: 202-910-6966

Learning Life is a fiscally sponsored program of United Charitable, a 501(c)(3) nonprofit charity. Learning Life’s mission is to spread learning in everyday life. Learn more at our website.

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