Study of the US Institutes (USA)

Professional OpportunitiesCall for Applications: Study of the US Institutes (SUSI) either for Scholars and Secondary Educators or for Students,  activities to occur in USA, summer 2024. Deadline: 3 December 2023.

The Study of U.S. Institutes (SUSIs) are five- to six-week academic programs focusing on topics in U.S. studies for groups of foreign undergraduates, scholars, and teachers. Hosted by universities and colleges throughout the United States, the Institutes include an intensive academic residency, an educational study tour to another region of the United States, and opportunities for participants to engage with American peers. Institutes for Student Leaders also include community service activities and leadership development.

NOTE: The following are a few of the places sponsoring one of these programs for their citizens. Check the US embassy wherever you are to see if your country is as well.

Finland
Hong Kong and Macau
Mexico
Portugal
Taiwan
Tunisia

U Coimbra: PHD Research Scholarships (Portugal)

FellowshipsCall for applications: 2 positions, first stage researcher (PHD fellowship), Centre for Social Studies, University of Coimbra, Portugal. Deadline: 21 November 2023.

The Centre for Social Studies (CES) – Associate Laboratory – University of Coimbra (Portugal), opens a call for applications for 2 research scholarships in the project “PROTEMO – Emotional dynamics of protective policies in an age of insecurity,” funded by the European Commission, coordinated by Cristiano Gianolla. The project is part of the research line Democracy, Justice and Human Rights. Engaging with the centrality of the democratization of knowledge with the importance of the struggles and experiences of historically oppressed groups, the main objectives of the line are twofold. On the one hand, aims to analyse the persistence of systems of oppression that are intertwined in the structures of racism, heteropatriarchy and capitalism. On the other hand, examine the socio-legal, socio-political and socio-cultural resistances that, in the framework of the modern State and beyond, mark the present of anti-discrimination policies and the constitution of alternative grammars of dignity.

The selected candidates are expected to have the following responsibilities:

– Develop PhD research (already in progress or to begin in 2024) in the framework of the research project in one of the two research lines:

Ukraine: Investigate social representations of protection and the entangled emotions of Ukrainian refugees and also of people mobilising against the war in Ukraine;
Italy: Investigate the relationship of migration, protective policies and emotions in relation to the EU and the Italian state.

– Support the implementation of the scientific tasks foreseen in the project application, namely, literature review, document research, databases and website maintenance, drafting and editing of reports and publications, field work, data analysis and dissemination activities;

– Support the administrative activities of the project, including the organisation of events, management of communication, review and translation of documents and data, and support of the tasks necessary to implement the project.

Educating for Intercultural Dialogue, Peacebuilding, Constructive Remembrance & Reconciliation

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Clarke-Habibi, S. (2020). Educating for intercultural dialogue, peacebuilding, constructive remembrance, and reconciliation: A toolkit for teachers in the Western Balkans. UNICEF Albania and Regional Youth Cooperation Office.

Although prepared specifically for teachers in the Western Balkans, this toolkit should be useful to anyone in a teaching context working with any of the major concepts. As explained in the introduction:

This Toolkit focuses on education for intercultural dialogue, peacebuilding, constructive remembrance and reconciliation. It is designed for teachers and trainers who work with adolescents (14-18 years) in formal and non-formal education settings. It may be adapted, however, for other contexts and age groups, such as for activities with older youth, for pre-service teacher training, and for teacher professional development programmes. (p. 7)

The objectives of this Toolkit are:

  1. To support teachers’ professional competences to engage adolescents and youth in intercultural dialogue.
  2. To support teachers in their use of teaching strategies and techniques, which help adolescents and youth to learn and practice open and respectful dialogue.
  3. To develop teachers’ professional competences and confidence to engage adolescents and youth in discussing controversial issues, particularly related to past and current causes of conflict in the region, and to manage all this safely and effectively.
  4. To support teachers to create ‘safe spaces’ in the classroom where adolescents and youth can explore issues that concern them freely and without fear.
  5. To support teachers’ professional competences to nurture young people’s understanding of the foundations of sustainable peace and to strengthen their agency as peacebuilding actors (p. 8).

Key Concept #9: Communicative Competence Translated into German

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC9: Communicative Competence, written by John Corbett and published in English in 2014, now translated into German by Marlena Pompino.

As always, all Key Concepts are available as free PDFs. Click on the thumbnail of the translation you wish to read. 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.

KC9 Communicative Competence in GermanCorbett, J. (2023). Communicative competence [German]. (M. Pompino, Trans.). Key Concepts in Intercultural Dialogue, 9. Available from: https://centerforinterculturaldialogue.org/2023/11/06/key-concept-9-communicative-competence-translated-into-german/ ‎

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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

Northeastern U London: Global & Intercultural Communication (UK)

“JobLecturer in Global and Intercultural Communication, Northeastern University London, UK. Deadline: 26 November 2023.

Northeastern University London wishes to appoint a part-time fixed term Lecturer to teach the first-year undergraduate Global & Intercultural Communication course running in the spring of 2024. In addition to teaching, the appointed person will also be expected to mark assessments and hold regular office hours. The appointee will teach multiple groups of up to 35 students. Teaching competency in Communication Studies to at least Level 4 (1st year undergraduate) is required.

This role is offered on a part time basis of 0.6FTE and involves up to 150 contact hours. The role requires teaching availability for at least 3 weekdays per week in term-time and consists of up to 9 hours of teaching per week in most weeks. The role is expected to start in December 2023 and end in July 2024. Teaching on the course, in person, will take place between January and April 2024.

This course focuses on theories of and approaches to the study of intercultural communication. It studies the importance of being able to negotiate cultural differences and of understanding intercultural contact in societies and institutions. The course stresses the benefits and complexities of cultural diversity in global, local, and organisational contexts.

CSU Fullerton: Asian or Latin American Cinema (USA)

“JobAssistant Professor of Asian or Latin American Cinema, California State University, Fullerton, CA, USA. Deadline: 1 December 2023; open until filled.

The Department of Cinema and Televisions Arts at California State University, Fullerton, invites applications for a tenure‐track Assistant Professor position in Asian Cinema and Media Studies OR Latin American Cinema and Media Studies with an appointment to begin Fall 2024. The ideal candidate will be able to develop and teach lectures and seminars on topics in Asian or Latin American Cinema including contemporary film and media courses, film history, and film theory courses to undergraduates and to MFA students. Although the primary focus of this position is cinema studies, the ideal candidate might have additional research or teaching experience in Asian or Latin American television/streaming, web-based content, social media, and/or video games, from which to develop courses that meet the current demands of our students.

CFP Language Awareness, Education & Power (Germany)

ConferencesCall for papers: 17th International Conference of the Association for Language Awareness: Language Awareness, Education & Power, 7-10 July 2024, Karlsruhe University of Education, Germany. Deadline: 1 December 2023 (extended to 10 January 2024).

Due to the inherent multilingual and multicultural nature of many classrooms around the world, often in monolingual and monocultural institutional contexts, questions around which language(s) to use, to teach and to learn have regained new and important emphasis. These questions are directly related to issues of power and ideology. It is therefore time to take a closer look at the intricate interplay of factors contributing to the relationships between language(s), education and power and to discuss these issues in depth.

The ALA 2024 conference will offer symposia, workshops, roundtables, paper presentations, and poster presentations and accept proposals related to Language, Education and Power in the following areas:
– Language Awareness in Language Education, Teaching and Learning
– Language Awareness and Global Citizenship: Language Awareness in Political Institutions and Democratic Decision-Making Processes
– Language Awareness and the Media: Language Awareness in the Digital World
– Language Awareness and the Workplace: Language Awareness inBusiness, Marketing and Health Care
– Language Awareness, Media and Artificial Intelligence
– Critical Language Awareness and Language Awareness from a Decolonial Perspective

ICA24 Regional Hub Application

ConferencesCall for proposals: ICA24 Regional Hub Application. Deadline: 1 December 2023.

In conjunction with the International Communication Association’s 74th (hybrid) annual conference on 20-24 June 2024 in Gold Coast, Australia, the organization welcomes proposals for ICA Regional Hubs worldwide to host events concurrent with the annual ICA conference. While there is no substitute for an in-person experience at an ICA conference, they recognize that a significant and growing proportion of ICA membership resides in the Global South, making travel to in-person attendance inaccessible due to fiscal, political, environmental, and, as underscored during the pandemic, health hurdles. In response to these concerns, ICA’s Regional Hubs Initiative offers a window into ICA – its community and scholarship. It reflects ICA’s commitment to be welcoming to a broader global community of communication scholars. Since its inception at the virtual ICA 2021 and continuing at the hybrid conferences in ICA22 and ICA23, each year, ICA has hosted over 10 ICA Regional Hubs.

Regional hubs host sessions for regional submissions, with some hubs receiving over 100 submissions, from which some were selected for oral presentation and others for posters. Most of the hubs hosted guest lectures from scholars worldwide, including some who joined from other Regional Hubs. Some Hubs live-streamed presentations and sessions from the primary conference location (Gold Coast in 2024) and organized local panels to facilitate discussion around them. A few organized Blue Sky workshops or workshops on special topics such as scholarly publishing, submitting grants, and scholarship applications. Some hubs live-streamed their events on platforms such as Facebook and YouTube and often garnered considerable local media coverage. Finally, in some cases, the hubs hosted those presenting papers selected for the ICA conference remotely from their locations.

In support of this initiative, ICA provides the opportunity to apply for modest financial support as an attendance “hub” for attendees in one area. Organizers of a proposed hub should nominate one person to fill out the application and serve as the sole point of contact for ICA headquarters. This person should, before filling out the application, ascertain how many attendees they anticipate inviting to take part in their hub experience, obtain permission from the facility in question, and include estimated expenses for both in their proposal.

NY Public Library Fellowships: Africa/African Diaspora 2024-25 (USA)

FellowshipsCall for applications: Scholars-in-Residence Program Fellowships 2024-25, Schomburg Center, New York Public Library, NY, USA. Deadline: 1 December 2023.

The Schomburg Center Scholars-in-Residence Program offers both long-term and short-term fellowships designed to support and encourage top-quality research and writing on the history, politics, literature, and culture of the peoples of Africa and the African diaspora, as well as to promote and facilitate interdisciplinary exchange among scholars and writers in residence at the Schomburg Center.

Long-term fellowships provide a $35,000 stipend to support postdoctoral scholars and independent researchers who work in residence at the Center for a continuous period of six months. The Scholars-in-Residence Program provides funding for six fellows each year, three of whom are supported by funding from the National Endowment for the Humanities. Selected fellows can choose to begin their term either in September or in January. Fellows are provided with individual office space and a computer, research assistance, and full access to the unparalleled resources of the Schomburg Center. In addition to pursuing their own research projects, fellows also engage in an ongoing interdisciplinary exchange of ideas, sharing their research with one another in a weekly work-in-progress seminar. While in residence, they are also exposed to the vibrant intellectual life of the Schomburg through its public exhibitions, panels, screenings, and events.

Short-term fellowships are open to postdoctoral scholars, independent researchers, and creative writers (novelists, playwrights, poets) who work in residence at the Center for a continuous period of one to three months. Short-term fellows receive a stipend of $3000 per month.

The Schomburg Center is a world-renowned repository of sources on every facet of the African diasporic experience, with extensive holdings including numerous unique manuscript and archival collections as well as a comprehensive range of publications, photographs, films, audio recordings, and visual art. It was established in 1983.

Other fellowship opportunities at the New York Public Library may be of interest, if other topics in their collection are of interest.

CFP U Illinois: Graduate Symposium on Asian Studies (USA)

ConferencesCall for proposals: Transcending Boundaries: The State of Interconnections in Studies of Global Asia, 13 April 2024, University of Illinois at Urbana-Champaign, IL. Deadline: 24 December 2023.

The Asian Studies Group announces the call for papers for the graduate symposium: “Transcending Boundaries: The State of Interconnections in Studies of Global Asia.” This year’s theme calls for research that goes beyond established borders of knowledge, expanding deep interconnections in people’s lived experiences across time, spaces, and identities. Boundaries can take many forms, such as social conditions of exclusion and discrimination, unequal access to capital and safety, or canonical narratives imposed on our epistemology to understand the world. This symposium poses the following question: what boundaries restrict our research methodologies and epistemologies, and what is to be gained by transcending such boundaries shaped by disciplines, ideologies, and everyday experiences in our societies? Organizers invite presenters to identify the boundaries they aim to cross in their research and how these boundaries perpetuate narratives that might constrain our vision and isolate us from generating collective change.