Global Campus of Human Rights (Italy)

Late announcement: On Monday, 28 July, EIUC will hold a one-day event aimed at raising awareness of the Global Campus and fostering debate on some of the main issues connected with the human rights of migrants. In this regard, the event will bring into focus the UN Migrant Workers Convention.

The conference, to be held at the EIUC premises in the Monastery of San Nicolò in Lido-Venezia, will feature some of the leading experts on the Convention, including academics affiliated with universities within the network of the Global Campus regional master’s programmes. It will be attended by students from all of the regional master’s programmes and will consist of lectures, panel discussions and breakout sessions where participants will have an opportunity to brainstorm on overcoming obstacles to ratification of the UN Migrant Workers Convention. The Convention is one of the ten core international human rights instruments, but since it was adopted by the UN General Assembly in 1990 it has been ratified by just 47 States.

Further information about the event is available here.

Conquering the Cultural Barriers of Teaching in Thailand by Charles McKinney

Guest PostsConquering the Cultural Barriers of Teaching in Thailand. Guest post by Charles McKinney.

Charles McKinney with students

I moved to Bangkok, Thailand in January 2013 to earn my master’s degree as a full-time student at Webster University Thailand. I needed to find work to support myself. After two months of hunting, I landed a job at a private language school teaching English, something I was qualified to do as a TESOL-certified American with two years of previous overseas ESL expertise.

Having never taught Thai students before, I initially struggled to satisfy their learning needs. The students expected me to teach by talking; they wanted to participate as little as possible. My boss told me that, unlike American students who take an active role, Thai students are often quite passive learners.

Classes were mostly one-on-one, a new format for me. A few lessons were cancelled after students griped about my teaching methods, disliking the fact that I was following the textbook lesson plan precisely rather than teaching from my knowledge of the topics and using the book minimally. I started out teaching academic writing and grammar to adolescents who found the material dry; thus my challenge was to make it more interesting for them.

Really, I had no lessons in technique: my busy boss usually gave me the necessary resources to teach and then left me to figure out the rest on my own with minimum advice. So, after nearly a month of floundering to improve my teaching performance my boss decided to give me a two-month hiatus (although I did not know this at the time). It turned out she was right: I needed more time to adapt to the culture and the students.

A few months later, I was called back to teach a new academic writing class for a mid-career professional who wanted to return to school. This time I brought my computer with me, using the Internet as an aid to my lesson plan. I prepared PowerPoint presentations to convey the material in an engaging and orderly manner. Throughout the two-month class, we managed to build rapport and exchange cultural knowledge that helped us to understand one another as individuals.

“Here are pictures of my Buddhist monk ceremony, a rite of passage that many Thai men experience,” my student shared with me one day. In return, I showed him a student newspaper from my college days. “This is my pride and joy as former editor-in-chief of the paper; you can learn about my culture through this medium,” I told him. It was one of those cultural insight moments I cherished. As our class progressed, he gave my boss positive feedback about me – and my confidence in my new techniques improved.

I was not only the first American, but the first African-American teacher this school hired. I have now taught students from Bhutan and Russia as well as Thailand. This experience has taught me the values of patience, flexibility, humility and effective cross-cultural communication. Teachers can make a difference in students’ lives, especially in cultures that are drastically different from their own, but students also make a difference in their teachers’ lives. They learned some English, but I learned about their cultures. Creating a comfortable space for students to be themselves, and remembering that teachers also learn from their students, can foster wonderful intercultural dialogues.

Charles McKinney is a recent MA media communications graduate from Webster University Thailand. Having embarked on a rewarding career of ESL/EFL teaching as an expat in East Asia, Charles is hoping to secure an English Language Fellowship with the US Embassy for the new school year and is making plans to possibly join the Peace Corps next year. CID’s website was helpful during Charles’s master’s thesis research, and he wrote this essay as a way of giving back. Contact him through LinkedIn.

Download the entire post as a PDF.

Key Concept #24: Asiacentricity by Yoshitaka Miike

Key Concepts in ICDThe next issue of Key Concepts in intercultural Dialogue is now available. This is KC24: Asiacentricity by Yoshitaka Miike. As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download.Lists organized  chronologically by publication date and numberalphabetically by concept in English, 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.

kc24-sm

Miike, Y. (2014). Asiacentricity. Key Concepts in Intercultural Dialogue, 24. Available from:
https://centerforinterculturaldialogue.org/wp-content/uploads/2014/07/key-concept-asiacentricity2.pdf

The Center for Intercultural Dialogue publishes a series of short briefs describing Key Concepts in intercultural Dialogue. Different people, working in different countries and disciplines, use different vocabulary to describe their interests, yet these terms overlap. Our goal is to provide some of the assumptions and history attached to each concept for those unfamiliar with it. As there are other concepts you would like to see included, send an email to the series editor, Wendy Leeds-Hurwitz. If there are concepts you would like to prepare, provide a brief explanation of why you think the concept is central to the study of intercultural dialogue, and why you are the obvious person to write up that concept.


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

Coastal Carolina U job ad

Assistant Professor of Intercultural/International Communication
Coastal Carolina University

The Department of Communication, Languages and Cultures at Coastal Carolina University invites applications for a tenure-track position as Assistant Professor for Intercultural/International Communication.

A Ph.D. in Communication, Anthropology, or Language with teaching experience and coursework in intercultural/international is required. Preference will be given to applicants who are qualified to teach (have 18 credit hours) in one of the Department’s areas of language instruction:  German, French or Italian.  A record that indicates the potential for scholarly productivity and success, and demonstrated interest in institutional service is required. Candidates should ideally possess instructional/research interests and competencies in key areas that could include cross-cultural communication, acculturation, language and culture, semiotics or sociolinguistics. Additional languages and/or cultural proficiencies may be considered. The successful candidate will work with members of the Department to strategically develop courses in intercultural/international communication. Teaching assignments may include evening/weekend courses. The appointment will be effective either January 9, 2015 or August 16, 2015 depending on availability of the candidate.

The Department of Communication, Languages and Cultures is one of Coastal Carolina University’s newest departments serving approximately 600 majors. The Department offers programs and courses in Communication Studies, Health Communication, Interactive Journalism and Media, Public Relations/Integrated Communication, Spanish, French, Italian, and German. Our faculty is committed to excellence in teaching, research, and the integration of ideas, technologies, and developments within the discipline. The department provides students with the skills and knowledge to compete in an increasingly global workforce, to facilitate understanding of effective communication practices in varied contexts, and to foster cultural awareness and appreciation of diverse communities within the US and abroad.

Coastal Carolina University is a public mid-size, comprehensive liberal arts-oriented institution. Coastal Carolina University is located in Conway, South Carolina, just nine miles from the Atlantic coastal resort of Myrtle Beach, one of the fastest growing metropolitan areas in the nation. The University has an enrollment of 9,000 students and will have continued growth for the next several years. Coastal Carolina University is part of the South Carolina system of public education and has close ties with its founders, the Horry County Higher Education Commission.

Candidates should submit a letter of application (outlining interest in the position, qualifications, and approach to teaching and learning), a current CV, a list of three references, and transcripts of all graduate work (copies are acceptable at this time) electronically. Coastal Carolina University is building a culturally diverse faculty and strongly encourages applications from women and minority candidates. CCU is an EO/AA employer. Screening of candidates will begin immediately. Applications should be received by October 15, 2014.

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Fulbright deadline nearing

The deadline for Fulbright Core applications for Academic Year 2015-2016 is August 1st, 2014.

This year’s competition includes 584 awards.  Of these,  419 are All Discipline awards and are open to applicants from virtually any discipline – from Computer Science to Art.  Scholars and professionals from post-docs to emeriti are able to apply for programs all over the globe.

For information about awards offered in specific disciplines or areas of the world and about the application, see our archived Webinars or register for an upcoming one. The Fulbright Scholar Application and Reviewing Your Fulbright Application Package might prove to be helpful for those with questions about the application process.

Upcoming webinars include:

08 July – Fulbright Opportunities in Europe: A Second Look at Central and Eastern Europe
09 July – Fulbright Distinguished Awards
11 July – All Discipline Awards – What Are They?
14 July – Have You Thought About? – Some Hidden Gems
17 July – Fulbright Flex Awards
18 July – How to Craft a Successful  Project Statement
23 July – Reviewing Your Fulbright Application Package
30 July – Reviewing Your Fulbright Application Package

CFP Media, War and Memory (New Zealand)

Conference Call for Papers: Media, War and Memory
September 18–19, 2014
Venue: Sir Paul Reeves Building, AUT University (Auckland, New Zealand)

Keynote Speakers: Andrew Hoskins, University of Glasgow and Fay Anderson, Monash University

A century after 1914, it is timely to consider how World War I was started, prosecuted and reported on, from different national perspectives. How does this conflict appear in retrospect? As a prequel to World War II? The ‘beginning’ of the 20th century? Or as an avoidable, stand-alone catastrophe? These questions provoke wider reflection upon the connections between media, war and memory. What are these connections? How have they changed over time? Conference participants will, we hope, respond to these questions.

To this end, the following themes suggest themselves:
World War I
• Paths to war, patterns of news coverage
• Diplomacy, communication and the telegraph
• Atrocities and propaganda
• Frontline testimonials, journalism, poetry
• Domestic dissent

Race, culture, genocide
• Imperialism, colonialism, indigineity
• Jewish holocaust
• Armenian massacres
• Testimonies, amnesia Gender and depictions of war
• Masculinity, heroism
• War and patriarchy
• War, rape, testimony
• Women war journalists
• Women combatants

Journalism, media, civil conflict
• Spanish civil war
• Sri Lanka
• Balkans, Bosnia, Serbia
• US civil war
• Occupation, resistance, testimony

War, historiography and revisionism
• War novels
• Non-fiction tomes, wars, battles
• Military biographies
• Documentaries
• Conflicting retrospectives of major conflicts

Australia and NZ coverage of ‘overseas’ conflicts
• Boer War, WWI, WWII
• Cold war conflicts; Malaysia, Vietnam, Timor, Kuwait, Iraq, Afghanistan etc.
• ANZAC mythologies
• Wartime censorship
• War, mobilization and dissent

War, propaganda, ideology
• Chomsky, Herman and the ‘propaganda’ model
• News ‘framing’ and war coverage
• Orientalism and colonial wars
• War and national identity
• Memorialism; ceremonies, monuments, museums
• Forgotten wars

Frontline war reporting
• War correspondents
• ‘Embedded’ journalists • Journalistic ethics
• Patriotism and ‘independent’ reporting

Information-communication technologies and war
• Global television, 24/7 ‘real time’ wars
• War and media spectacle
• Media space, battle space, ‘full spectrum dominance’
• Information and cyber warfare
• Online journalism, blogospheres, social media

Media constructions of ‘terrorism’
• Legitimate vs. illegitimate violence
• Terrorists, revolutionaries, freedom fighters
• Post 9-11 media discourses in US, Middle East
• Terrorism and orientalism

Abstracts due: July 30, 2014 (400 words maximum)

Send to: Verica Rupar
Curriculum Leader, Journalism
School of Communication Studies
AUT University

Poetry Contest: Roads and Bridges for Peace

6th INTERNATIONAL POETRY CONTEST – UPF Argentina
“Roads and Bridges for Peace”
Following the International Day of Peace 2014

Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed.” — Preamble of UNESCO’s Constitution(1945)

BASES
1. Objective: Despite the historical disappointments and conflicts are still around, a peaceful world remains as an inalienable imperative, an inescapable moral duty, a possible goal, and a task to perform. Culture, especially literature, can contribute to this based on universal values, and transcending frontiers, traditions, ideologies, and religions. We expect this wish, this special and universal yearn in the hearts of peoples and cultures, can be captured in the writings of the 6th International Poetry Contest of the UPF Argentina, this year under the title “Roads and Bridges for Peace.” The International Day of Peace 2014, established by the UN (Resolution 36/67), joins this event to “commemorate and strengthen the ideals of peace in each nation and each people, and among them.

2. Formalities: The 6th International Poetry Contest “Roads and Bridges for Peace” is open to writers, poets, students, and every person who feels inspired to express a content of universal value about this topic. Each participant can submit one poem in Spanish, and it must be written in it: author’s name and surname, city, province/state, and country. There should also be a telephone number and an email so as to report the Jury’s evaluation, the winning poems, and other details. The format will be a written poem in verse, which should not exceed one A4 page, letter N° 12. The poem can be sent by email or by post to: Av. Rivadavia 755 – 3° Piso “F” (C1002AAF) – Buenos Aires – Argentina.

3. Launching of the Contest: June 1st, 2014.

4. Last day of receipt: Thursday, July 31, 2014. Meeting of the Jury: from August 12 to 22, 2014.

5. Jury: Consists of Prof. Bertha Bilbao Richter, literary critic, member of the Hispanic Cultural and Literary Institute (ILCH) and the Argentinian Society of Writers (SADE); Ms. Liria Guedes, writer and Honor Band of the SADE, member of the American Association of Poetry and the ILCH; writer Mabel Fontau, Honor Band of SADE, member of the ILCH and Gente de Letras; poet Donato Perrone, from the Ateneo Poético Argentino “Alfonsina Storni”, Coordinator of the Lyric Space from Café Tortoni, and representative of the Group of Poets Livres de Santa Catarina (Brazil); and a local representative of the Universal Peace Federation (UPF); all of them being Ambassadors for Peace of the UPF. The Jury’s decision is final and it has the right to solve any problem which is not covered by these Bases.

6. Godmothers: The writer and poet Juana Alcira Arancibia, founder and president of the Hispanic Cultural and Literary Institute (ILCH) and director-editor of the prestigious international literary magazine “Alba de América”; the Brazilian poet Marina Fagundes Coello, bilingual writer (Portuguese–Spanish), member of the ILCH, and member of different literary circles of outstanding trajectory in America; and the writer and poet Nélida Pessagno, vice-president of the SADE and Main Counselor of the “El Libro” Foundation.

7. Awards: The winning poem will be read by the author, or by someone they choose, at the Award Ceremony. They will also receive the Certificate of Recognition and the poem will be spread nationally and internationally. It will be also given four Honorable Mentions, five Special Mentions, and two Mentions with its certificates. Each person who receives one of these distinctions will also receive presents, and their poems will be included in the next book edition, as a way of promoting the values of a culture of peace.

8. Award Ceremony: The delivery of awards will take place in the Celebration of the International Day of Peace, in an artistic, cultural, and interreligious event that organizes the Universal Peace Federation (UPF) Argentina according to the UN date (Resolución 36/67), on Monday, September 22, 2014, and whose details will be reported opportunely.

9. Organization: the UPF Argentina, whose mottos worldwide are: “The hope of all times is a unified world of peace” and “A global family centered on God”, organizes this 6th International Poetry Contest, sponsored by the International Educative Foundation (FEI).

Joining this Contest implies accepting these Bases.

UNIVERSAL PEACE FEDERATION (UPF) – Status ECOSOC ONU
UPF Argentina: Av. Rivadavia 755 – 3° Floor “F” (C1002AAF) – Buenos Aires – Tel/Fax: (+54-11) 4343-3005

Key Concept #23: Afrocentricity by Molefi Kete Asante

Key Concepts in ICDThe next issue of Key Concepts in intercultural Dialogue is now available. This is KC23: Afrocentricity by Molefi Kete Asante. As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download.Lists organized  chronologically by publication date and numberalphabetically by concept in English, 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.

kc23-sm

Asante, M. K. (2014). Afrocentricity. Key Concepts in Intercultural Dialogue, 23. Available from:
https://centerforinterculturaldialogue.org/2014/07/14/key-concept-23-afrocentricity-by-molefi-kete-asante/

The Center for Intercultural Dialogue publishes a series of short briefs describing Key Concepts in intercultural Dialogue. Different people, working in different countries and disciplines, use different vocabulary to describe their interests, yet these terms overlap. Our goal is to provide some of the assumptions and history attached to each concept for those unfamiliar with it. As there are other concepts you would like to see included, send an email to the series editor, Wendy Leeds-Hurwitz. If there are concepts you would like to prepare, provide a brief explanation of why you think the concept is central to the study of intercultural dialogue, and why you are the obvious person to write up that concept.


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

PHD Studentship Cinema (UK)

PhD Studentship in British Silent Cinema and the Transition to Sound: 1927-1933

Applications are invited for an AHRC-funded PhD studentship based at De Montfort University’s Cinema and Television History (CATH) Research Centre, Leicester. This full-time, three-year PhD will be fully-funded (fees and maintenance) as part of a major project to research the transition between silent and sound cinema in Britain. The overall project will consider the impact of the arrival of sound cinema looking at new technologies, business models, production practices, solutions in cinema architecture and design, and the impact on musicians, audiences and cinema going, as well as the films produced during this transitional period.

Research and supervision
The successful applicant will work as part of a project team based at De Montfort University, Leicester, in partnership with the University of Stirling (UoS). The PhD will be supervised by Laraine Porter (Project Leader) and Steve Chibnall (Professor of British Cinema), and the successful applicant will have a dedicated work station within the CATH Centre’s accommodation. The Centre is part of the Midlands 3 Cities Doctoral Training Partnership, and is one of the leaders in its field with three major funded projects and over 30 staff, research students and associate research fellows. One of its external partners is The Cinema Museum in London, which will be a vital research resource for the
project.

Other project team members include Senior Researcher, Geoff Brown  (London), Dr Sarah Neely (UoS), Professor John Izod (UoS) and a UoS PhD student ship also to be appointed. The DMU studentship will be based in the Cinema and Television History Research Centre housed within the Leicester Media School.

This PhD studentship will complement the project by considering the impact of the arrival of sound cinema on localised British cinema exhibition, distribution and reception and how new technical demands forced the industry, outside of London, to adapt. Taking account of regional variations in cinema culture and practice, market forces and audience tastes, the student will conduct empirical research on case studies including different cinema chains and associated operations; the impact on subsidiary businesses such as local equipment manufacturers and cinema service industries and the overall effect on local cinema economies, culture and programming. It is expected that the student will open up new avenues of research using resources such as local business and municipal records alongside national cinema business, trades union and associated trades archives. The research will focus on cities and market towns in the Midlands including Leicester, Nottingham, Birmingham, Derby etc.

Indicative areas of research could include:
· The influence of local political, cultural, economic and geographical factors on the speed and nature of the transition to sound cinema and the overall timescales across urban, market town and rural areas
· Local organisations and businesses that thrived or became victims of the new sound technologies and the extent to which national and international factors such as the 1927 Cinematograph Act or the economic depression compounded their fortunes
· What local solutions were deployed, including any localised inventors, manufacturers, architects and suppliers and the kinds of local business models adopted.
· The response of regional audiences to the arrival of sound looking at issues such as regional identity, cultural difference and any localised resistance.

Entry Requirements
· First class or upper second class undergraduate degree or an equivalent overseas qualification in a relevant subject.
· It is expected that applicants will also hold a Masters degree in a relevant subject, or show evidence of achieving this by October 2014
· EU applicants will be required to show proof of English language ability to the level of IELTS 6.5 with at least 5.5 in each component (or equivalent). An undergraduate or master’s degree taught in a majority English-speaking country and awarded in the last five
years would satisfy this requirement.
· Available only to applicants who are UK nationals or other EU nationals who are permanently resident in the UK.
· Available for full-time registration only
· Applicants must be able to start in October 2014

You will have a background in film studies, cultural studies, or historical studies, preferably with an interest in the business and economics of cinema. Applicants will need to demonstrate an aptitude for scholarly research.

This is an excellent opportunity to be part of a major British cinema history project and we welcome applications from interested parties.

How to apply
The following documents are required to complete your application:
– A completed Application Form for Admission to a Research Degree Programme
– A completed Annexe to Application Form for Admission to a Research Degree Programme
– Two academic references
– Copies of your highest degree certificate and transcripts
– For EU applicants, proof of your English language qualifications (described above)
– A copy of your CV
– A 2 page personal statement that
a) Demonstrates your excellent academic performance in a field related to the proposed research, with explicit reference being made to your undergraduate and postgraduate research.
b) Explains why you want to undertake this research and what approaches you might take
c) Demonstrates your experience of working with primary and secondary historical sources including archival research.
d) Demonstrates your ability to organise and work independently

Please contact Morgan Erdlenbruch to receive copies of the application, annexe, and reference forms. Completed applications should also be submitted by email to this address. Informal enquiries should be directed to Laraine Porter.

Closing date for applications 5pm Friday 18 July 2014. Interviews will be held at De Montfort University in mid-August.

U Pennsylvania job ad in digital culture

Tenure track assistant professor in the area of digital culture at Annenberg School for Communication

The University of Pennsylvania’s Annenberg School for Communication seeks to hire a tenure track assistant professor in the area of digital culture, to begin fall semester 2015. Applicants’ research and teaching should contribute to grounded theories of the relationship between digital media and ongoing cultural and socio-political transformations.

Applicants must hold a Ph.D. in Communication or related fields by the start of appointment.  Candidates who add to our School and University’s diversity are strongly encouraged to apply.

The Annenberg School for Communication at the University of Pennsylvania is a graduate school of communication theory and research, with 20 full-time faculty and approximately 80 doctoral students representing a wide range of disciplinary backgrounds and interests. The faculty also has primary responsibility for an undergraduate communication major within the School of Arts and Sciences.

Submit letter of interest, curriculum vitae, three names of references, and three articles, chapters or other research to Professor Michael X. Delli Carpini, Dean, Annenberg School for Communication, University of Pennsylvania via email. To be considered applications must be postmarked no later than October 3, 2014.

For more information and instructions on applying visit
http://facultysearches.provost.upenn.edu/postings/238

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