U Vienna: Visiting Professor in Language Sciences (Austria)

“JobVisiting Professor of Language Sciences, Faculty of Philological and Cultural Studies, University of Vienna, Austria. Deadline: 9 May 2022.

This is a temporary position, beginning 1 October 2022. Successful candidates should be specialised in linguistics (Spanish), in particular in intercultural research and plurilinguism. They will teach both undergraduates and graduates in the Bachelor and the Master programme “Romanistik”. Their teaching load will be 8 hours per week.

U Leiden: Interculturality (Netherlands)

“Job

University Lecturer in Interculturality, Centre for the Arts in Society, University of Leiden, Netherlands. Deadline: 31 March 2022.

The Leiden University Centre for the Arts in Society (LUCAS) is seeking to hire a University Lecturer (UD) with an expertise in intercultural and postcolonial studies, transnationalism, migration and globalization studies, and critical race theory in relation to arts, culture and society in Europe; as well as familiarity with film, literature or media studies, with an emphasis on new digital technologies.

The successful applicant will conduct research and teach courses at BA and MA levels. These include the BA Film and Literary Studies, BA International Studies (track Europe), the MA programmes Literary Studies (track Literature in Society) and Media Studies (track Cultural Analysis), and BA courses at Leiden University College (The Hague).

LUCAS is an international academic community that is firmly committed to developing critical and inclusive approaches to culture, art and society, and to increasing its own diversity and inclusiveness. While the focus of this position is on interculturality within and in relation to Europe, we therefore particularly welcome candidates who are well acquainted with, for example, African, Caribbean, Asian, Pacific, Latin American, Romani and/or indigenous cultures and arts, and/or the cultures and arts of migrant communities.

U Vienna: Romance Linguistics, Interculturality, Multilingualism (Austria)

“JobUniversity Professor of Romance Linguistics, Interculturality, Multilingualism, University of Vienna, Austria. Deadline: 12 April 2022.

At the Faculty of Philological and Cultural Studies of the University of Vienna the position of a University Professor of Romance Linguistics: Interculturality and Multilingualism (full time, permanent position) is to be filled. The candidate/applicant has a Romance research and teaching profile in the area of linguistics, with a focus on plurilingualism and interculturality. The candidate/applicant should be qualified, for Romance, in the fundamental linguistic fields of grammar, variational linguistics and language change. The candidate/applicant is expected to be able to represent Spanish and at least one other Romance language in linguistic research and teaching.

Teaching Interculturality in Higher Education (Online Event)

EventsFurther thoughts on teaching interculturality in higher education during and after the COVID-19 crisis4 September 2020.

Following a very successful and stimulating event in July 2020, this new webinar represents another contribution to reflecting on current issues in the teaching of interculturality in higher education, especially in relation to the COVID-19 crisis. New speakers were invited to share their views and reflections for this session (Australia, China, Finland, The Netherlands). Organised by Fred Dervin (University of Helsinki, Finland), Andreas Jacobsson (Karlstad University, Sweden) and Mei Yuan (Minzu University of China)

Interculturality is taught in institutions of higher education around the world under different guises (intercultural communication, intercultural encounters, global competence, etc.) and in different fields (language, teacher education, health care, business, etc.). The accelerated internationalization that these institutions have experienced for the last decades has also contributed to the popularity of courses around the notion of interculturality. What scholars note about such courses is that the ideologies, theoretical frameworks and methods used for teaching interculturality are many and varied. Furthermore, those who teach interculturality are not always specialists and they can struggle with different kinds of perspectives, paradigms, ideologies, methods…

Many argue that the COVID-19 crisis will have an influence on our lives for the years/decades (?) to come. As far as interculturality is concerned, the crisis has led to very violent acts of xenophobia, Sinophobia, blatant nationalism but also aggressive (systemic) racism and discrimination. At the same time, some of these have been counterbalanced a little by people standing up against them.

Will these have an influence on the way we see interculturality from a higher education perspective, especially on what we teach, from what perspective(s) and how? Is it time for (real) change, beyond the polarization of culturalist/essentialist and postmodern ideologies, in intercultural communication education?

Impossible interculturality by Robert Aman

Book announcement:

Aman, Robert. (2014). Impossible Interculturality? Education and the Colonial Difference in a Multicultural World. Linköping, Sweden: Linköping University Electronic Press.

Abstract: An increasing number of educational policies, academic studies, and university courses today propagate ‘interculturality’ as a method for approaching ‘the Other’ and reconciling universal values and cultural specificities. Based on a thorough discussion of Europe’s colonial past and the hierarchies of knowledge that colonialism established, this dissertation interrogates the definitions of intercultural knowledge put forth by EU policy discourse, academic textbooks on interculturality, and students who have completed a university course on the subject. Taking a decolonial approach that makes its central concern the ways in which differences are formed and sustained through references to cultural identities, this study shows that interculturality, as defined in these texts, runs the risk of affirming a singular European outlook on the world, and of elevating this outlook into a universal law. Contrary to its selfproclaimed goal of learning from the Other, interculturality may in fact contribute to the repression of the Other by silencing those who are already muted. The dissertation suggests an alternative definition of interculturality, which is not framed in terms of cultural differences but in terms of colonial difference. This argument is substantiated by an analysis of the Latin American concept of interculturalidad, which derives from the struggles for public and political recognition among indigenous social movements in Bolivia, Ecuador and Peru. By bringing interculturalidad into the picture, with its roots in the particular and with strong reverberations of the historical experience of colonialism, this study explores the possibility of decentring the discourse of interculturality and its Eurocentric outlook. In this way, the dissertation argues that an emancipation from colonial legacies requires that we start seeing interculturality as inter-epistemic rather than simply inter-cultural.

 

 

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