Media & Environment: Teaching in/about the Anthropocene

Teaching Media Quarterly
Call for Lesson Plans: Teaching Media Quarterly Vol. 4, No. 2
“Media and Environment: Teaching in/about the Anthropocene”
Submission deadline: Earth Day, April 22, 2016

Teaching Media Quarterly seeks lesson plans that ask students to critically engage with the complex relationship between media and the environment. We ask for submissions that explicate the role of media discourses and media technologies in light of growing concerns about an array of environmental issues including, but not limited to, climate change, drought, food justice, resource extraction, and migration. We encourage pedagogical perspectives informed by research and activism that examine the natural sciences, journalism, materiality, popular culture, and cultural studies within the context of environmental thought.

We invite submitters to consider the following potential topics as inspiration:
– Media technology and their material consequences
– News media and climate change/justice
– Representations of nature and/or environmentalism in popular culture
– Green and environmentalist media
– Greenwashing and corporate communications
– Advocacy campaigns produced by students and/or social movements

Teaching Media Quarterly Submission Guidelines
All submissions must include: 1) a title, 2) an overview (word limit: 500 words) 3) comprehensive rationale (using accessible language explain the purpose of the assignment(s), define key terms, and situate in relevant literature) (word limit: 500), 4) a general timeline, 5) a detailed lesson plan and assignment instructions, 6) teaching materials (handouts, rubrics, discussion prompts, viewing guides, etc.), 7) a full bibliography of readings, links, and/or media examples, and 8) a short biography (100-150 words).

Please email all submissions using the TMQ.Submission.Template (2) (.docx) in ONE Microsoft Word document.

Review Policy
Submissions will be reviewed by each member of the editorial board. Editors will make acceptance decisions based on their vision for the issue and an assessment of contributions. It is the goal of
Teaching Media Quarterly to notify submitters of the editors’ decisions within two weeks of submission receipt. Teaching Media Quarterly is dedicated to circulating practical and timely approaches to media concepts and topics from a variety of disciplinary and methodological perspectives. Our goal is to promote collaborative exchange of undergraduate teaching resources between media educators at higher education institutions. As we hope for continuing discussions and exchange as well as contributions to Teaching Media Quarterly we encourage you to visit our website.

CFP WFI Student Grants for Social Justice

Call for proposals
Villanova University’s Waterhouse Family Institute for the Study of Communication and Society (WFI) is pleased to ANNOUNCE OUR NEW STUDENT GRANT PROGRAM for 2016/17, and OUR INAUGURAL CALL FOR PROPOSALS (DUE APRIL 22, 2016).

The WFI—endowed by Lawrence Waterhouse, Jr., and housed within Villanova University’s Department of Communication—was founded on the principle that students, scholars, activists, and practitioners of communication have an important role to play in the creation of a socially just world. In addition to our WFI Research Grant program, which supports the work of Communication scholars engaging questions of social justice, we are pleased to announce the creation of a program geared to undergraduate students interested in engaging Communication and social justice!

This program was inspired in the Summer of 2014 by a proposal designed and directed by three Villanova undergraduate alums (who, at the time, were ineligible for our existing faculty research grant program). Moved by the proposal, the WFI provided a grant of $12,660 to Lauren Colegrove, Andrew Balamaci, and Nashia Kamal to assist them in continuing to build on the relationships they had established through Villanova’s (WFI-funded) Social Justice Documentary Film Program. They proposed to teach journalism and reporting skills to the high school students at Heritage Academy in Essiam, Ghana, and, further, to help the school establish a newspaper for their students. Going even further, two of these remarkable young Communication activists are now working on a project in Bangladesh for Summer 2016!

So if you know of any students who are innovative, creative, and passionate about social justice—and who would be able to do great things if only they had the budget and opportunity—then please encourage them to submit a proposal to the new WFI Student Grant Program. Proposals are due no later than Friday, April 22, 2016.

Beginning in 2016-17, the WFI will award up to $10,000 to support an undergraduate student-driven project that demonstrates an innovative connection between communication and social justice.

These projects:
–       must center upon undergraduate (not graduate) students in Communication, although faculty may be involved as advisors and/or instructors of record;
–       must meaningfully connect Communication students to the creation of social justice;
–       must be primarily carried out during Fall 2016 and/or Spring 2017.

Although we do not limit our grants to a specific area of Communication, or particular kind of communication advocacy, all projects supported by the WFI have two things in common: they draw upon and engage topics central to the study and practice of Communication, and they specifically engage communication in terms of its impact on the world around us, its ability to create social change.

WFI Student Grants are available to project leaders who are full-time undergraduate students enrolled in good standing at any US institution of higher education. Awards will be no greater than $10,000 for the 2016-17 academic year. These funds may be applied to the acquisition of resources or equipment, technology, travel, event planning, and/or any other appropriate project related expenses. However, these funds may not be used to provide or supplement faculty or student salaries. Funds will be available beginning in July 2016, for use throughout the 2016-17 academic year; again proposals are due no later than April 22, 2016.

For more details on the WFI and this grant program—including specific information on the grant application requirements and proposal submission—please visit: http://www1.villanova.edu/villanova/artsci/communication/wfi/studentactivities.html

Questions concerning eligibility, or the nature of projects we support, please contact the Director of the WFI, Dr. Bryan Crable.

CFP Seen but not Heard: Interdisciplinary Perspectives on Child Migrants & Refugees

Call for Chapter Abstracts
Seen but not Heard: Interdisciplinary Perspectives on Child Migrants and Refugees (Lexington Books)
Edited by:
Mary Grace Antony, Assistant Professor of Communication Studies, Schreiner University
Ryan J. Thomas, Assistant Professor of Journalism Studies, University of Missouri-Columbia

Amid unprecedented mass migrations across the globe stemming from civil wars, political unrest, and economic turbulence, the plight of refugees and migrants weighs heavily on policymakers and concerned citizens. Among these displaced individuals, child migrants and refugees represent an especially vulnerable and largely overlooked category of would-be immigrants. As immigration rhetoric and policies become increasingly harsher, child migrants represent a complex immigrant group with the propensity to evoke compassion and concern. This edited collection aims to provide a rich array of interdisciplinary and multi-method perspectives on child migrants.

We seek a variety of contributions that explore child migrants, be they refugees and asylum-seekers or unaccompanied minors pursuing a better life. We especially welcome interdisciplinary contributions that encompass a variety of disciplinary (e.g., psychology, sociology, history, public policy, cultural studies, literature, etc.), theoretical (e.g., rhetorical, semiotic, post-positivist, interpretivist, critical/cultural, etc.) and methodological (e.g., quantitative, qualitative, mixed-method, etc.) perspectives.

Submissions may address, but are not limited to, the following areas:
1. Child refugees
2. Unaccompanied youth migrants
3. Factors contributing to child migration in home countries
4. Reception of child migrants in host countries
5. Challenges faced by child migrants
6. Historical overview of child migrants
7. Legal procedures for child migrants

All abstract submissions must be original work, not under consideration at any other publication. Abstracts must be typed in MS Word, consist of no more than 250 words, and must address: (a) the specific disciplinary, theoretical, and methodological perspective, (b) the rationale for examining child refugees and migrants, (c) outline the scope of the potential chapter (e.g., case study, survey responses, historical overview, etc.).

Please submit your abstract by email to Mary Grace Antony by April 15, 2016.

Any queries or correspondence may be directed to Mary Grace Antony, Assistant Professor of Communication Studies, Schreiner University, Kerrville, TX, USA.

Some Observations on Internal Social Discourses on the Recent Increase of Refugee Immigration into Germany

Guest PostsSome Observations on Internal Social Discourses on the Recent Increase of Refugee Immigration into Germany

Guest post by Dominic Busch
Professor of Intercultural Communication and Conflict Research
Universität der Bundeswehr München, Germany

[A couple of weeks ago, Wendy Leeds-Hurwitz asked me to write down some remarks on the current situation of Germany receiving a growing number of refugees. It is an honor for me to be allowed to say something on that topic. And at the same time – being a member of the society under discussion – the topic seemed to be so overly complex to me that I felt I was not able to write something off the cuff. After some consideration, I have tried my very best, and still, I fear that I might have forgotten or overseen one or another aspect.]

In international news coverage, Germany recently has been referred to as having been approached by an increasing number of refugees and immigrants from Africa, the near East as well as from South Eastern Europe (see either this excellent quantitative visualization, or this textual introduction with many links to the news).

Here, I would like to provide some remarks on this discourse as well as on how the discourse relates to ideas of intercultural dialogue. I cannot but write these remarks from a perspective that must be acknowledged as a highly personal one. Writing as a white German male professor at a university in Germany, and having been born in Germany, I am in a privileged position. I cannot contribute from the perspective of migrant experiences. I am part of that wealthy world where some (not too many) refugees have arrived, and civil society grows in strength and self-confidence by successfully accommodating them, donating, teaching refugee children German language in newly installed “welcoming classes”, etc. Critics of my contribution may well refer to the fact that I have not been personally involved in any challenging situations in the context of refugee movements.

Still, I would like to give it a try from the perspective of intercultural communication, my field of research. Even more, I would like to warmly invite readers of this contribution to add their perspectives and thoughts in this blog’s comment section below!

The Basic Assumptions of European Political Discourse on Refugees

Inside Germany, refugee immigration has been by far the predominant news topic for the last ten months. Migration had not been a topic of much consideration in the German national news discourse as it is now. Recent surveys have repeatedly confirmed that, even today, for a large part of the Germans the refugee phenomenon is an issue that they do not experience except via news media. Nevertheless, almost everybody seems to have an opinion on the topic. The arrival of refugees centrally can be dealt with as an issue of socially constructed news discourse. Keeping that constructionist aspect in mind may better help in understanding the central characteristics of the debate: it is primarily lead by attempts to finding a position and attitude for a whole society facing a situation some of the people feel as being insufficiently prepared for. In other words, German society is faced with a new situation and they cannot clearly see where it will lead.

The Construction of Unpreparedness

To start with, the primary reaction of the EU as well as many of its member states concerning the increasing immigration of refugees is that they were not prepared for this. Overall, political discourse builds upon the assumption that the increasing immigration is an event that could not have been foreseen. From this initial perspective, discourse draws the legitimation for needing to look for new solutions – and (in case of need) to break with former principles. So, for example, some EU member states have decided to act autonomously in terms of the refugee movement, although they had previously agreed upon following common decisions of the EU on these matters. Specifically, some of the EU member states have autonomously decided to close their borders to refugees, while others have decided to limit the number of refugees they are willing to accept.

Germany

In the case of Germany, one central ignition to the debate may be seen in Chancellor Merkel’s now famous statement “wir schaffen das” [we can do this]), first pronounced during a press conference on August 31, 2015 and encouraging society that they (and the state) have the means to welcome and accommodate the growing number of refugees. Furthermore, taking the perspective of international human rights, Merkel avowed that moral behavior will not allow for limiting numbers of refugees arriving as long as they are fleeing prosecution or other significant dangers. Stating that, Merkel took a position that is more open towards immigrants than the one taken by her own political party’s center-conservative attitude.

From that point onwards, simply put, it can be said that German society has been split into two groups – one group supporting Merkel’s openness across any political camps, and another group campaigning for an enforced stop of further immigration as well as for expelling those immigrants that already have entered the country. Beyond this overall dichotomy, the debate has some further nuances, all speaking either for one political camp or the other one. Generally this divide may accurately be described by distinguishing between the “old” Germans and the “new” Germans, terminology introduced earlier by Professor Naika Foroutan, who is based in Germany. Foroutan sees a large part of Germany’s population as representing the new Germans, and being open for aspects of globalization, migration and internationalization. Separate from them, however, Foroutan sees a part of the population that determines national identities on the basis of origin. Foroutan terms these the old Germans.

Over the past one or two years, discourse on refugees into Germany has grown into political upheaval. Newly founded political parties have entered several regional parliaments after a strong gain of votes during recent elections within some of Germany’s regions – propagating right-wing totalitarian and anti-Muslim attitudes.

The Inescapability of Being Part of Conflict Discourse

So these are the basic facts. The question now: what does this have to do with intercultural dialogue? First of all: A look at contemporary German discourse strongly teaches that there are no “facts”. The stronger and the more pervasive a political debate and conflict grows, the more it becomes evident that (as authors like Holliday and Dervin have stated for the field of intercultural communication, recently) any statement on the topic is automatically political. Even although academic research, above all, claims to analyze social phenomena from a distance that allows far-sighted reflection and multiple perspectives, any academic statement turns out to support either one or the other opinion. This is the case for writing, but even more, it is an issue for social discourse, which no longer accepts any neutral position but immediately categorizes any statement into one of the political camps. To date, researchers have not been pulled into escalated conflict. But since some extreme right-wing groups claim that the German national press media frequently lie, media discourse takes up a clear position within the debate. For the time being, most of the national media voices are pro refugees – to some degree perhaps just to counter the extreme right’s accusations. Remembering Spivak’s famous phrase, it regrettably goes without saying that here again, refugees – despite standing at the center of the debate – have no voice at all.

In sum, although I have long been convinced of constructionist and critical discourse analytic approaches to social communication anyway, the situation in German discourse just described makes it clear in a very painful way that once you are in a conflict situation, you will be constrained by your position as a party to that conflict, and you will not be able to pull yourself out of that situation by your own bootstraps. Even if you want to, society will not let you. Thus, from a discourse perspective, German society has maneuvered into an intractable internal conflict more quickly than might have been expected.

Conflict Discourse Ethnocentrism

Another aspect that comes to mind from the perspective of intercultural research is the observation that the debate on refugees is, to a breathtaking degree, ethnocentric. German news discourse and social discourse construct the phenomenon of increased refugee immigration into Germany as a singular and particular case that cannot be compared to any similar cases, whether in the past or in any other country in the present. From this perspective, the vast field of existing international research on migration is not considered relevant. Even more, the debate largely ignores the fact that international migration, and flight-based migration in particular, have been a worldwide phenomenon for centuries, and that, in fact, they are seen as a central characteristic of contemporary processes of globalization. Instead, a discourse of self-victimization of citizens of Northern Europe is being promoted. This ethnocentric perspective hinders political and social discourse from considering the phenomenon of increased immigration from a distance and in a wider context. Instead of well-considered orientations, society constrains itself to the search for ad hoc solutions. Even more, a general feeling of helplessness, hopelessness, and despair on the issue of immigration pushes social discourse into a situation of feeling under pressure. This pressure results in a situation of perceived conflict where participants narrow their perspectives rather than widening them to find creative solutions. Social discourse gradually adopts a tone of conflict discourse. As a consequence, even those political camps that actually endorse the reception of refugees tend to construct the increased immigration as a problem, a threat, and even a crisis. The notion of a refugee crisis today is commonly mentioned in German national news media, although even this notion has to be understood to be a construction – with many potential alternatives. Again and again, some authors thus warn that the language and rhetoric of contemporary discourse on immigrants is taking a more and more dehumanizing style – at the expense of the refugees.

Strategic Culturalization vs. Anti-Culturalism and Culture as a Taboo

Although research on intercultural communication and on intercultural dialogue has developed a vast range of highly sophisticated and differentiating notions of culture, these notions have not played any considerable role in contemporary social discourse. Instead, supporters of right-wing parties opposing the reception of refugees strategically have made use of rather crude and essentialist notions of culture. Until this happened, scholars might have believed that their research had overcome such outdated concepts. Instead, assumed cultural differences between refugees and Germans are being used to foment fear of future social and/or cultural conflict inside the country. Cultural particularities are made responsible for a putatively higher crime rate and even terrorism. In other words, talking about culture in the debate on refugees has so thoroughly been monopolized by extreme right-wing voices that the rest of the political camps see only one chance to oppose them: Instead of arguing for more differentiating (e.g. interactionist or constructionist) concepts of culture, residing political parties as well as news media act as if their only option is to completely ignore and deny the existence of culture as a phenomenon. For supporters of non-right-wing political camps, talking about culture has become taboo. Speaking the language of intercultural research, an anti-culturalism here (again) turns out to be the only morally acceptable attitude. To some degree, intercultural research is significantly threatened by this taboo. Social and political discourse here passes up the chance of gaining insights into how cultural identities are co-constructed in both face-to-face and media interaction, and how their construction can be activated in cooperative as well as in discriminating ways. In short, a careful look at the role of culture and its force as a discursive construction might help in finding ways to transcend the conflict discourse, yet these ways seem to be blocked by that very discourse at the moment.

Insights into the genuinely constructionist nature of social and political discourse may turn out to be the only chance for evading and escaping the conflict circle that has been described here. Even though this line of argument may perhaps give the impression of being abstract, and even complex, interculturalists, opinion makers, and the news media should be highly encouraged to contribute to establishing this perspective.

Download the entire post as a PDFSee the response prompted by this post, by Peter Praxmarer.

CFP Civic Education Homestay Small Grants (US DOS for Bosnia & Herzegovina)

Civic Education Homestay Small Grants Program
Department of State
U.S. Mission to Bosnia and Herzegovina

This small grants competition will support projects designed explicitly to promote interaction and the development of tolerance between the ethnically, religiously, and geographically diverse communities of Bosnia and Herzegovina through home-stay exchange programs. In addition to the core exchange program activities, the proposals should include a component in which participants will stay in the homes of fellow participants from different ethnic or religious backgrounds, and engage both youth and their families in volunteer projects in both communities. Priority will be given to innovative programs that bring together youth (ages 12-24) from communities across ethnic, geographical, and administrative lines and engage large numbers of youth in community improvement activities in each host town. The deadline for submission of proposals is April 08, 2016. To receive application forms and/or more information, please contact DOS at SarajevoHomestayBiH@state.gov, by phone +387 33 704 285 or by fax: + 387 33 704 432.

Amount
Upper $15,000USD Lower $1USD
Up to $15,000 may be available.

Eligibility
Only non-profit organizations, educational and cultural institutions, and independent media that are based in and legally registered in Bosnia and Herzegovina are eligible to apply.

Global Governance Summer School (Belgium)

For students and practitioners everywhere, the Leuven Centre for Global Governance Studies (University of Leuven) and the Dean Rusk International Law Center (University of Georgia School of Law) are delighted to announce a new opportunity to study international law and global governance. Applications are welcome for a brand-new Global Governance Summer School, spanning 3 weeks at the centuries-old University of Leuven, located in a beautiful city a short train ride from Brussels and easily accessible to many European capitals. Students in law and related disciplines, from the United States, Europe, and across the globe, are welcome to enroll. All students will receive a certificate, and U.S. law students also may earn 4 American Bar Association-approved credits.

Deadline: April 4, 2016

Through lectures, discussions, and group research projects, students will explore global governance – how state, regional, and international legal regimes, plus individuals, corporations, intergovernmental and nongovernmental organizations, networks, and other nonstate actors, interact. A range of global challenges will be discussed, such as trade and sustainable development, peace and security, trafficking and other crimes, intellectual property, the environment, human rights and the rule of law, and migration.

Four cutting-edge, English-language courses will be given. In addition, the summer course offers field trips to European and international institutions in Brussels and Luxembourg and an expert conference on global governance in Brussels. The summer school aims to bring together students from all over the world and different disciplines fostering interdisciplinary and intercultural dialogue.

This summer school is intended for:
• Advanced students in international law, international relations, international political economy, international and European studies
• Practitioners and policy experts from the international policy community who want to update their knowledge on current developments in global governance and international law

U.S.-based law students are eligible to earn 4 American Bar Association-accredited hours in the three weeks of courses.

EIUC Training for International Electoral Observers (Italy)

The Inter-University Centre for Human Rights and Democratisation (EIUC) is running a two modules Training Seminar for International Electoral Observers from 18-23 April 2016.

Target: The two modules are devoted to those applicants with no experience in election observation or to those observers who have participated to a maximum of two missions as short term observers. EIUC will accept candidatures for each separate module or both combined.

Eligibility: Lectures are conceived for an audience of graduates mainly in Law, Political Sciences, Economics, Sociology, Philosophy, Anthropology or similar who want to address international election observation from a multi-disciplinary approach that will be useful in further engagements on the field.

Faculty: it is composed by well-known international trainers and professionals with a long standing practical experience in election observation missions within international organisations such as the European Union and the Organisation for Security and Cooperation in Europe.

Methodology: the course will combine frontal lecturers in plenary, working groups as well as role plays, discussions and simulation exercises.
Training language: all courses will be held in English. It is, therefore, essential that all participants understand and speak English fluently.

Module I
Dates: 18-20 April 2016
Starting with a thorough introduction on the international observation theory and legal standards the first module will analyse the practical life of a short term observer from the selection procedure to the end of mission including the observation of the polls, the filling of the forms, the reporting system and the code of the conduct.

Module II
Dates: 21-23 April 2016
The second module will introduce the participants to the long-term election observation by analysing in depth some of the aspects related to an international observation mission such as working relations, interviewing techniques, media and security.
Deadline for enrolment: 1 April 2016 – Early bird 4 March 2016

For any general query about IEO training seminar you can drop an email or use the contact form
Location: Monastery of San Nicolò, Venice Lido (Italy)
Training Responsible: Demetrio Lazagna
Project Manager: Alberta Rocca

Max Planck Institute for Psycholinguistics job ad (Netherlands)

Research Scientist position in the Psychology of Language Department
Max Planck Institute for Psycholinguistics
Expires: 1st April 2016

The Max Planck Institute for Psycholinguistics (Nijmegen, the Netherlands) is offering a Research Scientist position in the Psychology of Language Department led by Prof. Antje Meyer.

The MPI for Psycholinguistics is a leading research institute with a stimulating environment and excellent facilities and resources. The research of the institute is entirely devoted to the question of how we acquire, produce, and understand language. Its investigations are highly multidisciplinary, uniting anthropology, linguistics, psychology, neuroscience, computer science, and genetics. For further details of our research, please see our website.

The position is available to new PhDs as well as more senior researchers. Candidates should have, or shortly expect to obtain, a PhD in psychology, cognitive neurosciences, or linguistics. Further requirements are a strong background in experimental psychology or experimental psycholinguistics and excellent statistical skills. The successful candidate is expected to develop her/his own research projects and to contribute to the research program of the department, specifically either to research into the cognitive processes underlying dialogue or the bases of individual differences in language skills.

The position is available from June 2016 for up to five years. The institute provides state-of-the art research and training facilities (including EEG, eye tracking, virtual reality labs) as well as a conference and travel budget. The Max Planck Society is an equal opportunity employer.

Electronic applications should be sent to Evelyn Veen.

Applications should include:
• 2-page statement of research interests
• CV
• List of publications
• Contact details for up to three referees

Review of applications will start on March 1, 2016 and will continue until the position is filled.

CFP Languages and Cultures in 21st Century Transnationality (UK)

Languages and Cultures in 21st Century Transnationality CFP
Languages and Cultures at Sheffield Hallam University,
City Campus, Sheffield, S1 1WB
Friday 9 and Saturday 10 September 2016
Abstract deadline: 31 March 2016

The concept of transnationality is increasingly common currency in the globalized world.

Modern Languages, both implicitly or explicitly, deals with the transnational aspects of cultures and, as a discipline, it is hence ideally suited to have societal impact on the construction of transnational education. Intercultural citizenship, in particular, is becoming a sine qua non in the Twenty-First Century. Modern Languages poses multicultural and multilingual questions about identity, subjectivity and alterity of past, present and future. As academics we represent institutional power and theoretical knowledge; we are mediators between theoretical processes of conceptualization and practical moments of interpretation; information brokers and hence in the fortunate positions to bring about social change.

The aim of the conference is to bring together scholars from Applied Linguistics, Intercultural Studies and European Cultural Studies to create intercultural and interdisciplinary synergies that go beyond national borders, linguistic silos or academic canons, and thus echo practices of human mobility. Themes of particular interest in the three streams include, but are not limited to:

Applied Linguistics:
• CLIL (Content and Language Integrated Learning), technology-enhanced learning, film as teaching tool
• language acquisition, language planning
• learner autonomy, student engagement
• multilingualism, translation
• discourse analysis

Intercultural Studies:
• citizenship, identity, multiculturalism, nationhood, race
• intercultural awareness, communication, competence, education, management
• tourism, postcolonialism
• international student migration

European Cultural Studies:
• the transnational currency of popular cultural products
• translations, transpositions, transmediality
• synergies/dialogues across national cultures
• intersections of culture with other fields/disciplines (history, law, literature, sociology, technology)
• dialogues across sociocultural strata (e.g. popular and elite cultures)
• fluidity of identity

We invite proposals for 20-min papers; proposals for panels/symposia are also welcome. 250-word abstracts should be submitted by 31 March 2016 to Dr Anja Louis. Abstracts should include the author’s name, affiliation and email address. Please specify ‘Languages and Cultures Conference’ in the subject of your email. We will acknowledge receipt of all abstracts submitted. If you do not receive a reply from us within two weeks, you should assume we did not receive your email.

PhD Research Project: 3 Faith Forum and Peace

PhD Research Project exploring the role and impact of 3 Faith Forum in fostering peaceful relations
Coventry University – Centre for Trust, Peace and Social Relations
Closes: 31st March 2016

PhD research project exploring the role and impact of 3 Faith Forum in fostering peaceful relations.
Full-Time – three years fixed term

The Centre for Trust, Peace and Social Relations (CTPSR) builds on the strong track record of scholars at the University on human security, peace studies and social relations. CTPSR brings together expertise from across the social sciences and humanities to drive progressive change and strengthen human security and resilience.

CTPSR is committed to achieving excellence through a stimulating multi-disciplinary research environment. Currently with 30 PhD students, CTPSR’s Doctoral Training Programme delivers a first year of quantitative and qualitative methods training, equipping research students to undertake primary research in year two. Throughout the three years our research students receive training covering academic writing, specialist analytical software and attendance at conferences, as well as two intensive summer schools.

Coventry University is offering one full-time PhD studentship to a well-qualified individual, to start in September 2016. The studentship will support our partnership with 3FF (Three Faiths Forum), one of the leading interfaith and intercultural organisations in the UK.

Proposals are invited for a PhD project exploring the role and impact of 3FF in fostering peaceful relations. We welcome proposals that will provide new insights about the difference 3FF’s work makes to the communities it works with, including young people, schools, universities, students, religious groups, members of Parliament, women and local communities. We welcome proposals that are interdisciplinary, innovative and use participatory research methods. Proposals should challenge existing ideas, expand current thinking and contribute to change within 3FF and the communities it works with.

The PhD studentship will be based within the Faith and Peaceful Relations Research Group, one of six research groups in the Centre for Trust, Peace and Social Relations. The PhD student will work 6 hours per week as a Research Assistant within the research group. Students are supervised by three supervisors. For information about potential supervisors, visit the CTPSR website.

The studentship will cover UK/EU or overseas fee equivalence plus a bursary of £14057 per annum for three years.

Candidate specification:
• a taught Masters degree in a relevant discipline, involving a dissertation of standard length written in English in the relevant subject area with a minimum of a merit profile: 60% overall module average and a minimum of a 60% dissertation mark
• the potential to engage in innovative research and to complete the PhD within a three-year period of study
• a minimum of English language proficiency (IELTS overall minimum score of 7.0 with a minimum of 6.5 in each component)
• a first or good upper second class undergraduate degree in a related social science or in the humanities and a strong interest in pursuing research in this field
• skills in quantitative and qualitative methods

Enquiries may be addressed to:
Dr Kristin Aune

Application information can be found in our how to apply section. Applicants are advised to read the following information (3FF information sheet) prior to submit a formal application.

UK/EU/International students with the required entry requirements

Application deadline date: 31 March 2016