UNESCO Internships (Various Locations)

Professional OpportunitiesVarious internships, UNESCO, various locations around the world. Deadlines: various.

UNESCO offers internships at multiple levels, and in multiple offices around the world. Here are a few examples:

Office of the Director-General Internships
Paris, France, 1-6 months, deadline: 30 June 2024

Under the authority of the Cabinet Coordination Officer, and under the supervision of one of the Director-General’s advisors, the intern will assist the Advisor in preparing files on subjects related to the fields of competency of UNESCO (education, science, culture, social and human sciences and communication). In this way, the intern will gain knowledge of UNESCO’s working environment and operations (including its mandate and cooperation with specialized UN agencies). They will also develop an understanding of UNESCO’s interactions with other international institutions (the United Nations system and the 2030 Agenda).

All Sectors/Bureaus Internships
Headquarters, Field Offices, and Institutes, 1-6 months, deadline: 31 December 2024

An internship with UNESCO will give you experience of the daily working environment of the United Nations specialized agency. You will be working in a team from one of the Programme Sectors or Central Services (the support services) of the Organization, at Headquarters, in one of the Field Offices, or in a Category I Institute. You will be part of a team in which you will be exposed to a range of colleagues, making a meaningful contribution to the work of the team and the Organization. Successful candidates will have the opportunity to improve an array of technical and professional skills in a multi-cultural environment. Interns carry out a variety of tasks, depending on the team in which they are working and the particular needs at the time. Activities will vary depending on the requirements of the assignment, and the specific Terms of Reference and learning objectives will be provided by the supervisor with whom you will be working.

There are also internships available specifically in the Communication and Information Sector, or in the Education Sector.

Lisle International: Global Seed Grant Program 2024

GrantsGlobal Seed Grants, Lisle International, Leander, TX, USA. Deadlines: Last date to Request to apply: 1 August 2024; Completed application: 1 September 2024.

Do you have a project idea that will bring people of diverse backgrounds together for shared learning? Lisle International provides Global Seed Grants to support innovative projects which advance intercultural understanding through shared experiences, with the goal of creating a more just social order. Projects may seek to bridge a variety of community divides, including ethnic, cultural, religious, racial or gender perspectives, anywhere in the world.

Lisle International was an early pioneer in intercultural education programming, beginning with US projects in 1936 and expanding internationally in 1952. Since 2004, Lisle has focused on providing small “seed grants” to support programs fostering intercultural understanding.

Grants of $500 to $5,000 are available to innovative projects that match the mission of Lisle. Lisle awards between three and eight grants each year to projects in the Americas, Europe, Asia and Africa.

CFP Interculture Journal: Special Issue 2025

“Publication

Call for papers: Interculture journal special issue, to be published in 2025; articles may be in English, German, French, Spanish, or Portuguese. Deadline: 30 August 2024.

“Embracing a Relational Paradigm to Navigate Cultural Complexity.” Organizers invite scholars from diverse disciplines, including but not limited to cultural studies, communication studies, organizational theory, anthropology, sociology, psychology, and philosophy, to contribute conceptual contributions, empirical studies, interviews and reviews that explore a relational view on cultural complexity and its conceptual and practical implications. Topics of interest include but are not limited to:

• Mapping the current developments and trends in intercultural communication under the lens of a relational paradigm • Overview of relational concepts in the field of intercultural communication (e.g. Bolten 2020, etc.)
• Theoretical frameworks for understanding the creation of shared meaning and action
• The role of relational processes in shaping culturally complex events and practices
• Strategies for navigating cultural complexity in organizational contexts
• Innovative approaches to cross-cultural communication, management and cooperation
• Implications of cultural complexity for inter- and transcultural competence and training
• The impact of globalization and digitalization on inter-, cross- and transcultural practices
• Methodological approaches for studying relational aspects of cultural complexity
• Teaching and learning concepts building on a relational view on cultural complexity.

Submissions should engage with contemporary debates and offer insights into the potentials of a relational paradigm for the fields of intercultural communication, multicultural teamwork or transcultural cooperation.

Stimson Center: Two Positions in South Asia Program (USA)

“JobTwo positions are available with the South Asian Program, Henry L. Stimson Center, Washington, DC, USA. Deadline: open until filled (posted 17 May 2024).

  1. Research Associate or Analyst (South Asia Program)
    The Henry L. Stimson Center (Stimson), a nonpartisan global security think tank located in Washington, DC, seeks a Research Associate or Research Analyst for our South Asia Program. Reporting to the Deputy Director, this role ensures that our practices support our mission-driven work, align with Stimson’s vision, values, strategic goals, standards of conduct, and operational objectives, and demonstrate our commitment to diversity, equity, inclusion, and employee well-being.
  2. Program Assistant (South Asia Program)

    The Henry L. Stimson Center (Stimson) also seeks a Program Assistant for our South Asia Program. Reporting to the Deputy Director, this role ensures that our practices support our mission-driven work, align with Stimson’s vision, values, strategic goals, standards of conduct, and operational objectives, and demonstrate our commitment to diversity, equity, inclusion, and employee well-being.

Women’s International League for Peace and Freedom: Secretary General (Switzerland)

“JobSecretary General, Women’s International League for Peace and Freedom, Geneva, Switzerland. Deadline: 13 June 2024.

The Women’s International League for Peace and Freedom (WILPF) is a membership-based organisation with Sections and Groups in over 40 countries and partners around the world, with an International Secretariat (IS) based in Geneva and a New York office. Since establishment in 1915, they have brought together women from around the world who are united in working for peace by non-violent means and promoting political, economic and social justice for all.

They are seeking to hire a full-time Secretary General (SG) who is aligned with and exemplifies WILPF’s feminist values. The incoming SG will help lead a transformative process of co-creating a more inclusive WILPF movement and an evolving IS structure – the IS currently comprises 47 staff members and long term consultants with a budget of approximately CHF9 million per annum – while holding the IS accountable for the set of its mandated functions as per WILPF’s Constitution, and leading the collective implementation of the International Programme 2022-2025 (IP)

The ideal candidate will be a feminist leader for peace and social change in line with WILPF’s values, an activist with experience in membership-based movements and leading organisations through change, with a feminist understanding of the human rights, conflict/peacebuilding, and/or disarmament sector, and with social capital and legitimacy in this sector.  They will be open-minded, brave and curious, a motivator and a collaborator, able to lead diverse groups of people in collectively achieving goals, and an excellent communicator for varied audiences.

CFP JICR: Theorizing in Intercultural Communication: Past, Present, and Future

“Publication

Call for papers for a special issue of the Journal of Intercultural Communication Research on Theorizing in Intercultural Communication: Past, Present, and Future Deadline: abstract only, 30 June 2024.

Special issue editors:
Alice Fanari (Northeastern University, USA)
Diyako Rahmani (Massey University, New Zealand)
Mélodine Sommier (University of Jyväskylä, Finland)

JICR Special Issue posterThis special issue offers a platform to discuss theories that have shaped the field of intercultural communication and consider how they may need to be adapted to reflect major contemporary issues. Authors are invited to submit original manuscripts that focus on the development of intercultural communication theorizing that contribute to our understanding of individual-level and societal-level phenomena at the international, intercultural, or cross-cultural level. The editors encourage manuscripts from a wide range of scholarly areas and welcome all methodological approaches. Both empirical research reports and theoretical or conceptual essays are welcomed. In addition to an emphasis on methodological pluralism, they encourage submissions that reflect global, underrepresented, and/or marginalized experiences.

IN SITU Summer School: (Croatia)

Professional Opportunities

IN SITU Summer School: Place-based Creative Solutions for Cultivating Caring and Sustainable Communities, 20-24 September 2024, Zlarin, Croatia. Deadline for applications: 24 June 2024.

Aiming to create two-way relations with the context in which it takes place – the island of Zlarin – the Summer School programme is designed to address issues that we consider crucial for their sustainability: community building and engagement, tourism and its adjustments to the needs of the local communities and, finally, care as an organising principle intertwining all the elements necessary for the growth and well-being of the community.

Organizers invite students, scholars, cultural and creative practitioners, cultural professionals and activists who work with and within smaller communities, in rural and non-urban areas worldwide, to join in! The working language of the Summer School will be English.

The Summer School is organised by IN SITU partners Kultura Nova Foundation in cooperation with the Centre for Social Studies of the University of Coimbra and the IN SITU Consortium.

CFP Bordering in Translingual Space, Languaging in Bordered Space

“Publication

Call for papers for a journal special issue on Bordering in translingual space, languaging in bordered space: Re-framing ‘languages’ in
the post-Yugoslav space. Deadline: abstract only, 30 June 2024.

Special issue editors:
Kristof Savski (Prince of Songkla University, Thailand)
Ana Tankosić and Eldin Milak (Curtin University, Australia)

In this special issue, editors propose to collect examples of scholarship on the post-Yugoslav space, a geographic area in which the study of translingual practice (Canagarajah, 2012) demands an approach sensitive to events in the recent past. By ‘post-Yugoslav space’, they refer to the territories formerly part of Kingdom of Yugoslavia (1918-1941) and to the Socialist Federal
Republic of Yugoslavia (1945-1991), as well as cross-border areas in which the languages associated with this region are spoken – among others, these include Albanian, Bosnian, Croatian, German, Hungarian, Italian, Macedonian, Montenegrin, Romani, Serbian and Slovene. A key challenge to the study of translingualism in this space is that it must account for the existence of numerous linguistic continua, including the well-documented Bosnian-Croatian-Serbian-Montenegrin continuum as well as those found in minoritized regions (e.g., Slovene-Croatian-Italian in Istria). In these continua, borders imposed by historic political processes exist in continuous tension with different forms and levels of mutual intelligibility, facilitated by linguistic similarity and ongoing cultural contact, but often obstructed by antagonistic narratives of belonging.

U Aarhus: Postdoc in 2nd Language Learning in Danish Social & Healthcare Education (Denmark)

Postdocs
Postdoc in Second Language Learning in Danish Social and Healthcare Education, Department of Educational Anthropology and Psychology, University of Aarhus, Emdrup Campus, Denmark. Deadline: 10 June 2024.

The research project Sociolinguistic Barriers and Potentials among Second Language Learners in Danish Social and Healthcare Education explores social and linguistic barriers and potentials among second language learners in Danish social and healthcare education (‘SOSU-hjælperuddannelsen’ and ‘SOSU-assistentuddannelsen’), an educational field which has attracted increasing political attention due to a drastic projected shortfall in healthcare personnel in coming years and high dropout rates. More than 30% of SOSU students are assumed to have Danish as a second language, representing more than 109 different nationalities and a vast array of linguistic repertoires.

The project focuses on the linguistic practices of students with Danish as a second language, the linguistic barriers and demands associated with different parts of their healthcare training, and how students respond to these barriers and demands in everyday interaction, drawing on linguistic and sociocultural registers of healthcare, education and care. The SOSU programme includes a variety of educational arenas for linguistic minority students, including healthcare training, language lessons and internships across nursing homes, hospital wards and private homes, where students are expected to interact with teachers, supervisors and co-students along with patients, elderly citizens, relatives and various kinds of healthcare personnel. An in-depth linguistic-ethnographic approach is applied, including extensive digital sound recordings, qualitative interviews and participant observation, to explore students’ linguistic practices, barriers and potentials, along with the various linguistic skills and sociocultural registers associated with becoming a ‘good SOSU worker’ across different institutional arenas.