Eva Berger Researcher Profile

Researcher ProfilesEva Berger is a senior lecturer at the School of Media Studies of the College of Management Academic Studies (COLMAN), where she also served as Dean (2006-2012). She holds a B.A. from the Department of Film and Television at Tel-Aviv University (1985) and an M.A. (1986) and a Ph.D (1991) in Media Ecology from New York University.

Eva Berger

Dr. Berger has taught at NYU, Tel Aviv University, the Kibbutzim College of Education and the Sam Spiegel Film School, and has been part of the faculty at COLMAN for close to 30 years. She has served on numerous boards and public service organizations including the Israel Peace Initiative, Israel Press Council, and Institute of General Semantics.

Eva has been a frequent commentator in the Israeli press on issues relating to media, language, gender and culture. She served on the editorial board of EME: Explorations in Media Ecology (the journal of the Media Ecology Association), and is currently a member of the Editorial Board of Giluy Daat, a Multidisciplinary Journal on Education, Society and Culture, as well as member of the Board of Trustees of  ETC.: A Review of General Semantics. She served as Chairwoman of the board of Women in the Picture (the Association for the Advancement of Women in the Visual Arts).

She is the author of various articles and book chapters in the fields of Communication and Media Studies. Eva’s research interests are Media Ecology, Gender, Advertising, Media and Technology, Health Communication, and General Semantics.

Publications include:

Berger, E. & Berger, I. (2014). The communication panacea: Pediatrics and general semantics. Fort Worth, TX: Institute of General Semantics.

Berger, E., & Berger, I. ( 2012). Hassan, Ami and Dalia’s mom:  Narrative medicine in pediatrics.  In R. Ahmed & B. Bates (Eds.), Medical communication in clinical contexts. Dubuque, IA: Kendall Hunt.

Berger, E., & Na’aman, D. (2011). Combat cuties: Photographs of Israeli women soldiers in the Israeli press since the 2006 Lebanon war. Media, War and Conflict, 4(3), 269 – 286.

Berger, E. (2010). Recapitulation, medical imaging technologies and media of communication: The medium is the message. EME: Explorations in Media Ecology, 9(4), 225-237.

Berger, E. (2008). Orality v. monotheism or media v. narratives: Biblical heroes and the media environment of the spoken word. In S. Drucker & G. Gumpert (Eds.), Heroes in a global world. Cresskill, NJ: Hampton Press.

Berger, E. (2008). The Postmanian dialogue: Education on TV, for TV and about TV. In N. Aloni (Ed.), Empowering dialogues in humanistic education: Theoretical and practical aspects. Bnei Brak: Hakibbutz Hameuchad Publishers, Sifriat Kav Adom. [Hebrew]

Berger, E., & Lavie-Dinur, A. (2007). Conservative outlook and liberal reflection: Homosexuals in Israeli television commercials. EME: Explorations in Media Ecology, 6(1), 35-48.

Shoval, G., Zalsman, G., Polakevitch, J., Shtein, N., Sommerfeld, E., Berger, E., & Apter, A. (2005). Effect of the broadcast of a television documentary about a teenager’s suicide in Israel on suicidal behavior and methods. Crisis, 26(1), 20-24.

Berger, E. (2004). The exhaustion of the literacy metaphor in education. EME: Explorations in Media Ecology, 3(2), 131-137.

Hebrew U Job Ad: Communication (Israel)

Job adsThe Noah Mozes Department of Communication and Journalism at The Hebrew University of Jerusalem, tenure-track position, all areas of communication. Deadline: 26 September 2018.

Applicants must hold a Ph.D. degree at the time of hire, and demonstrate an active research program, indicating the potential for outstanding scholarship. The person hired will teach introductory and advanced courses in communications in their areas of specialization. He/she will also be expected to supervise Masters and Ph.D. students and to contribute to departmental and university service. Ability to teach in Hebrew is required.

Hebrew U Job Ad: Communication & Journalism (Israel)

Job adsHEBREW UNIVERSITY OF JERUSALEM
Department of Communication and Journalism
Tenure Track Position

The Noah Mozes Department of Communication and Journalism at The Hebrew University of Jerusalem invites outstanding candidates to apply for a tenure-track position starting July, 2018.

Applicants must hold a Ph.D. degree at the time of hire, and demonstrate an active research program, indicating the potential for outstanding scholarship. Ability to teach in Hebrew is required.

Deadline for applications: September 26, 2017.

Job Ad Hebrew University (Israel)

HEBREW UNIVERSITY OF JERUSALEM
Noah Mozes Department of Communication and Journalism
Tenure-Track Position

The Noah Mozes Department of Communication and Journalism at The Hebrew University of Jerusalem invites outstanding candidates to apply for a tenure-track position starting July, 2017.

Applicants must hold a Ph.D. degree at the time of hire, and demonstrate an active research program, indicating the potential for outstanding scholarship. Ability to teach in Hebrew is required.

Deadline for applications: September 22, 2016.

Please see our website for additional information on the application process.

Multi/Cross-Cultural Education in Need of Paradigmatic Change

Multi/Cross-Cultural Education in Need of Paradigmatic Change
Guest post by Zvi Bekerman, The Hebrew University of Jerusalem

As an educational anthropologist, I have been involved, for many years now, in the study of inter/cross-cultural encounters. At first doing ethnographic research on, rather short educational cross-cultural encounters, and for the last fourteen years following the activities of the integrated, bilingual Palestinian-Arab and Jewish schools in Israel. After so many years of continuous research I would have expected to have more clarity about the potential of these educational efforts to sooth conflict, yet I stay ambivalent. My ambivalence and, at times, my doubts have little to do with the qualities of those involved in the educational initiatives – teachers, principals, parents, students, supervisors and more. Any dissatisfaction I may sense has little to do with the quality of individual teachers or students and much to do with the quality of the systems we all cooperatively build for these educational initiatives to inhabit. This is not to say that these initiatives, as any other educational contexts might not benefit from a more critical approach to their implemented practices and their sustaining theories, it is just to make sure we understand that what could be considered unsuccessful practices are many times adaptive moves to local and global systemic circumstances we collectively create and sustain.

In this short note I want to point at some paradigmatic issues, which I believe if not dealt with, might stand in the way of allowing educational cross-cultural or multicultural efforts to contribute, even in a small way, to the improvement of relations among communities in conflict. These paradigmatic issues have to with the failure of multi/cross-cultural education to account for the primacy of national and psychologized educational perspectives in their theoretical analyses while failing to recognize the connection between their essentialist approach to identity and culture and their larger sociopolitical context, the nation-state. Theoretically I’m aligned with what has recently come to be identified as the ‘ontological turn’ in philosophy and the social sciences (Escobar, 2007; Kivinen & Piiroinen, 2004; Paleček & Risjord, 2013; van Dijk & Withagen, 2014), encouraging a move from the epistemological to the ontological.

The move starts by restoring the concept of identity/culture to its historical sources, thus de-essentializing it. It then points at the nation state as the definite product of modernity; a modernity that has produced a distinct social form, radically different from that of the traditional order of the past. This modernity is characterized by very specific forms of territoriality and surveillance capabilities that monopolize effective control over social relations across definite time-space distances and over the means of violence. The nation state can be viewed as a political socio-economic phenomenon that seeks to exercise its control over the populations comprising it by establishing a culture which is at once homogeneous, anonymous (all the members of the polity, irrespective of their personal sub-group affiliations, are called upon to uphold this culture) and universally literate (all members share the culture the state has canonized). Reflecting modern psychologized epistemologies upon which it builds its power, the nation state creates a direct and unobstructed relationship between itself and all its ‘individual’ citizens: not tribe, ethnic group, family or church is allowed to stand between the citizen and the State.

These moves produce new meanings which are then developed into a methodology – cultural analysis – that is to say the gaining of skills on how to read/describe the world through careful observation and recording of practical activity, which in turn allows for a shift from the individual or the socializing group as the crucial analytic unit for (educational) analysis to the processes and mechanisms of producing cultural contexts through social interaction. Finally, the process leads to a new articulation of major policy issues related no longer to identity/culture and its components (individual, texts, etc), but to the analysis of particular identities/cultures and how these are produced/constructed in the particular context of particular societies.

Looking at the world in this way, seriously and critically, means being open to finding new criteria through which to name categories and their phenomena. The process could be liberating in that it could bring about the understanding that identity/culture are not necessarily the right criteria through which to describe the world, its inhabitants and events; not that they do not necessarily exist or are only hegemonic constructs, but that though they are legitimate, they need not result in individual suffering.

When these elements are not accounted for in multi/cross-cultural educational efforts, they risk consolidating that same reality they intended to overcome. Multi/cross-cultural education is in urgent need of reviewing its paradigmatic foundations while problematizing the political structures which sustain the conflicts it tries to overcome.

We should not expect multi/cross-cultural educational initiatives to be able to offer solutions to longstanding and bloody conflicts that are rooted in very material unequal allocation of resources. Unfortunately, many times societies/governments find it easier to support such initiatives rather than work hard towards structural change. In my recent book, The Promise of Integrated, Multicultural, and Bilingual Education: Inclusive Palestinian-Arab and Jewish Schools in Israel (Oxford University Press, 2016), those interested will find the above arguments developed and expanded.

References

Escobar, A. (2007). The ‘ontological turn’ in social theory. A commentary on ‘Human geography without scale’, by Sallie Marston, John Paul Jones II and Keith Woodward. Transactions of the Institute of British Geographers, 32(1), 106-111.

Kivinen, O., & Piiroinen, T. (2004). The relevance of ontological commitments in social sciences: Realist and pragmatist viewpoints. Journal for the Theory of Social Behaviour, 34(3), 231-248.

Paleček, M., & Risjord, M. (2013). Relativism and the ontological turn within anthropology. Philosophy of the Social Sciences, 43(1), 3-23.

van Dijk, L., & Withagen, R. (2014). The horizontal worldview: A Wittgensteinian attitude towards scientific psychology. Theory & Psychology, 24(1), 3-18.

 

Hebrew University of Jerusalem job ad (Israel)

Tenure-Track Position in Communication and Journalism – 2016

The Noah Mozes Department of Communication and Journalism at The Hebrew University of Jerusalem invites outstanding candidates to apply for a tenure-track position starting July, 2016. Excellent candidates in all areas of communications are invited to apply. The successful applicant will join a dynamic research-oriented faculty offering innovative undergraduate, graduate and doctoral programs. For more information about our faculty and research please visit the website.

Applicants must hold a Ph.D. degree at the time of hire, and demonstrate an active research program, indicating the potential for outstanding scholarship. The person hired will teach introductory and advanced courses in communications in their areas of specialization. He/she will also be expected to supervise Masters and Ph.D. students and to contribute to departmental and university service. Ability to teach in Hebrew is required (in exceptional cases, successful candidates will be expected to teach courses in Hebrew within a few years of their arrival).

Appointment procedures will be conducted in accordance with the rules and regulations of the Hebrew University and are subject to the approval of the university authorities. The university is not obliged to appoint any of the candidates who apply for the position. Applications should be submitted online.

Applications should include the following documents (each in a separate PDF file) in English:
•   Candidate’s letter of application (cover letter).
•   Detailed CV (including email address) according to the format of the Hebrew University.
•   Full list of publications according to the format of the Hebrew University. Please present each of the following as separate categories: books, articles in refereed journals, chapters in books, other publications.
•   Scientific biography outlining research and teaching interests and research plans for the next several years (3-4 pages long).
•   Names, addresses, affiliation, academic status, and email addresses of at least two referees qualified and willing to assess the candidate’s achievements and potential. The referees will upload their letters of recommendation directly to the system.
•   Copies of three selected recent publications that best showcase the candidate’s scholarship (these may also include accepted articles or book chapters).
•   Brief description of 3-4 potential courses that the candidate would be able teach.  For each proposed course please include the following information: Title, type of course, brief description, and specify whether the candidate has taught it before.
•   Teaching evaluations (if such exist).
Applicants will compete with candidates of other departments in the Faculty of Social Sciences for academic positions.

PLEASE ALSO SEND THESE DOCUMENTS IN ONE SINGLE PDF ATTACHED FILE.

Inquiries should be directed to:
Professor Ifat Maoz
Chair, Department of Communication,
Hebrew University of Jerusalem

Deadline for applications: September 20, 2015.
In order to ensure that the referees’ letters arrive by the deadline, it is recommended to create an account in the application system as early as possible.

Hebrew University job ad (Israel)

THE HEBREW UNIVERSITY OF JERUSALEM
Department of Communication and Journalism
Tenure-Track Research and Teaching Positions

The Noah Mozes Department of Communication and Journalism at The Hebrew University of Jerusalem invites outstanding candidates to apply for tenure-track positions starting July 2015.

Excellent candidates in all areas of communications are invited to apply.

The successful applicant will join a dynamic research-oriented faculty offering innovative undergraduate, graduate and doctoral programs.

The language of instruction is Hebrew, although English is acceptable for an initial period.

Applications should include:
*Detailed CV including full list of publications
*A scientific biography, including a research plan for the next several years, 3-4 pages long
*Letters of recommendation from at least two persons qualified to assess the candidate’s achievements and potential
*Copies of three selected recent publications that best showcase the candidate’s scholarship
*Brief description of 3-4 potential courses that the candidate could teach
*Teaching evaluations (if such exist)

Applicants will compete with candidates of other departments in the Faculty of Social Sciences for academic positions.

Application materials, letters of recommendation and/or inquiries should be directed to:
Prof. Esther Schely-Newman, Chair

Deadline for applications: September 15th 2014.

Study international reporting in Jerusalem 2014

SUMMER STUDY ABROAD IN JERUSALEM: INTERNATIONAL REPORTING
June 24-July 24, 2014
IEI Media * Hebrew University of Jerusalem
3 credits
Contact: Dr. Susan Jacobson

A meeting place of ancient and new, holy and secular, Jerusalem is a gathering spot for foreign correspondents from around the world. Get a taste of the global journalist’s life by studying with veteran Middle East correspondents; then go into the community to report your own stories. Learn international reporting techniques from a team of journalists, including NPR correspondent Linda Gradstein and former Christian Science Monitor reporter Ilene Prusher.

Jerusalem is one of the oldest cities in the world and a holy place for three of the world’s major religions: Judaism, Christianity and Islam. Included in the program are trips to some of the most important sites in Jerusalem and Israel.

Students will live and learn at Hebrew University of Jerusalem, a modern campus on Mt. Scopus. Undergraduate student will earn 3 transferable credits from the Hebrew University of Jerusalem. GRADUATE CREDIT IS AVAILABLE.

IEI Media will offer other programs on various media-related topics in summer 2014 based in Italy, France, Northern Ireland, China, Spain, and Turkey.

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Give peace a dance

Maz Jobrani (an Iranian comedian) and Elon Gold (an Israeli comedian) have started an innovative humorous appeal for peace in the mideast, called Give peace a dance.

What would you do for peace?

Post your own dance for peace on YouTube tagged with #GivePeaceaDance.

Don Ellis-Fulbright

Don Ellis
University of Hartford

Fulbright to Israel

I spent a year in Israel as a Fulbright at Tel Aviv University in 2004-2005. I taught a course but also was doing research for my book on communication and ethnopolitical conflict which was published in 2006. It was a terrific experience and I recommend it to anyone especially if you can go for a longer period of time.

A Fulbright definitely requires planning. You can probably only go while on sabbatical and the application is due about a year before your actual sabbatical. Pay attention to the deadlines and make sure you apply for the proper time. Fulbrights are usually for research, teaching or combination of both. It depends on what the host institution wants. Getting a letter of invitation, a statement from the host institution that they want you, is invaluable. If you just apply in the blind your odds become very small.

In my case, I had been working in my area of expertise for quite a while and knew people at the host institution. I contacted them and requested a letter of invitation. But if you do not know someone then assert yourself and make some phone calls to see if you can actually get an invitation. The people at the host institution might have heard of your work or will become familiar with it after you apply. I applied for both the combination of teaching and research and this was agreeable to the host institution because they wanted courses taught as well as providing me with an opportunity to complete the book I wrote at the time.

Fulbrights are terrific experiences and worth the application hassle. But finding a way to make yourself known to the host institution, making contact with people at that institution and having that result in a letter of invitation is crucial.