Profiles – Page 13 – Center for Intercultural Dialogue

Ali Karakas Profile

Ali Karakas has a B.A. in English Language Teaching from Uludag University, and took MA courses at Hacettepe University, Turkey. He is also a member of academic staff in the ELT department of Mehmet Akif Ersoy University, which has sponsored his current PhD project at Southampton University, UK.

Currently, he is based in Southampton and working towards completing his PhD research, entitled ‘Turkish Lecturers’ and Students’ Perceptions of English in English-Medium Universities’. He is a member of several research centers and groups, such as Centre for Global Englishes (CGE), English Language Teacher Education Research (ELTER) and English as Lingua Franca Research Network (ELF-Ren). His research interests primarily include English as a Lingua Franca, Language Policies, Language Attitudes and Ideologies, Language Teacher Education and Intercultural Communication. He has presented papers and published articles in various journals and magazines on topics of his research interests.

More information on his research and publications can be obtained from his academic homepage: http://abs.mehmetakif.edu.tr/akarakas

Selected Publications

Articles

Karakaş, A. & Karaca, G. (2011). Use And Importance Of Illustration As Materials In Foreign Language Teaching. Balıkesir University. The Journal of Social Sciences Institute, 14(26), 351-357.

Karakaş, A. & Karaca, G. (2011). Yabancı Dil Öğretiminde Resmin Materyal Olarak Kullanımı ve Önemi. Yaşadıkça Eğitim Dergisi. Sayı 110, Nisan-Mayıs-Haziran, s. 14-19.

Karakaş, A. & Sarıçoban, A. (2012). The Impact of Watching Subtitled Animated Cartoons on Incidental Vocabulary Learning of ELT Students. The Journal of Teaching English with Technology, 12(4), 3-15.

Karakaş, A. (2011). Motivational Attitudes of ELT Students towards Using Computers for Writing and Communication. The Journal of Teaching English with Technology, 11(3), 37-53.

Karakaş, A. (2012). English as a Lingua Franca: Practices of Academics in a Turkish University. Uşak Üniversitesi Sosyal Bilimler Dergisi, 5(3), 160-179.

Karakaş, A. (2012). Evaluation of the English Language Teacher Education Program in Turkey. ELT Weekly Newsletter, 4(15).

Karakaş, A. (2012). Foreign Accent Problem of Non-native Teachers of English. Humanising Language Teaching, 14(5).

Karakaş, A. (2012). How to cope with Speaking Anxiety in EFL Classrooms. ELT Weekly Newsletter, 4(28).

Karakaş, A. (2013). Intercultural Attitudes of Turkish Students Studying in a UK University. Journal of Intercultural Communication, 31.

Karakaş, A. (2013). Is Communicative Language Teaching a Panacea in ELT? – Student and Teacher Perspectives. Journal of Second and Multiple Language Acquisition, 1(1), 1-19.

Karakaş, A. (2013). The Expansion of the English Language across Turkey: Threat or Opportunity. Mediterranean Journal of Humanities, 3(2), 159-171. DOI: 10.13114/MJH/201322477

Karakaş, A. (2014). Lecturers’ Perceptions of Their English Abilities and Language Use in English-Medium Universities. International Journal on New Trends in Education and Their Implications, 5(2), 114-125.

Karakaş, A. (2015). Orientations towards English among English-medium Instruction Students. Englishes in Practice, 2(1), 1-38. DOI 10.1515/eip-2015-0001

Korumaz, M. & Karakaş, A. (2014). An Investigation of English Language Instructors’ Attitudes towards Reflective Teaching. Pegem Journal of Education & Instruction, 4(1), 27-46. DOI: 10.14527/pegegog.2014.001

Work for CID:

Ali Karakas wrote KC66: English Medium Instruction, and translated it into Turkish.

Jonathan Shailor Profile

Jonathan Shailor, Ph.D., Communication, University of Massachusetts, is a Professor at the University of Wisconsin-Parkside in Kenosha, where he directs the Certificate Program in Conflict Analysis and Resolution.

He is founder and director of The Shakespeare Prison Project in Wisconsin, and a 2015 Fellow with the CMM Institute for Personal and Social Evolution. His teaching, research, and community service focus on the uses of storytelling, dialogue and performance as vehicles for conflict transformation.

Selected publications:

Shailor, J. (2013). Kings, warriors, magicians, and lovers: Prison theater and alternative performances of masculinity. In S. J. Hartnett, E. Novek & J. K. Wood (Eds.), Working for justice: A handbook of prison education and activism (pp. 13-38). Champaign: University of Illinois Press.

Shailor, J. (Ed.). (2011). Performing new lives: Prison theatre. London: Jessica Kingsley Publishers.

Shailor, J. (2011). Humanizing education behind bars: The theatre of empowerment and the Shakespeare project. In S. Hartnett (Ed.), Empowerment or incarceration? Reclaiming hope and justice from the prison-Industrial complex (pp. 229-251). Champaign: University of Illinois Press.

Shailor, J. (2009). Improvising a new life: Interactive theater. In K.J. Gergen, S.M. Schrader & M. Gergen (Eds.), Constructing worlds together: Interpersonal communication as relational process. New York: Pearson Education.

Shailor, J. (2008). When muddy flowers bloom: The Shakespeare Project at Racine Correctional Institution. Publications of the Modern Language Association of America, 123(3), 632-641.

Shailor, J. (2008). A professor’s perspective: The Shakespeare Project at Racine Correctional Institution. In K. Brune (Ed.), Creating behind the razor wire: Perspectives from arts in corrections in the United States (pp. 38-41). Published by Lulu.com.

Shailor, J. (1999). Desenvolvendo uma abordagem transformacional à prática da mediação: Considerações teóricas e práticas. In D. F. Schnitman & S. Littlejohn (Eds.), Novos paradigmas en mediação. Porto Alegre, Brazil: Editora Artes Médicas Sul Ltda.

Shailor, J. (1997). Context and the coordinated management of meaning. In J. L. Owen (Ed.), Context and communication behavior. Reno, NV: Context Press.

Shailor, J. (1994). Empowerment in dispute mediation: A critical analysis of communication. New York: Greenwood Press.

Work for CID:
Jonathan Shailor wrote KC65: Conflict Transformation.

Elenie Opffer Profile

Elenie Opffer, Ph.D., Communications, University of Colorado, Boulder is a faculty member at the Western Institute of Social Research in Berkeley, CA. She is also affiliate faculty at California Institute of Integral Studies in San Francisco, CA and serves as a teaching fellow at the Intercultural Communication Institute’s summer intensive program.

Her research focuses on studies investigating the intersection of cultural, gender, and/or sexual identities and the ways in which people construct, negotiate and transform their identities and communities. She is currently involved in applied research to aid peacebuilding and gender violence reduction efforts in high conflict areas of Nigeria. She serves as a senior advisor to the Center for Sustainable Development and Research in Africa, and the National Peace Summit Group of Nigeria. While she has conducted ethnographic and discourse analysis studies, her passion is for conducting action research where the results can be immediately applied to social transformation efforts. In this endeavor, she has created conflict transformation materials and LGBTQ Safe Zone Materials used in universities and communities.

Selected publications:

Opffer, E. (2010). The rhetoric of Rocky Mountain Women: Talking, trekking, and transforming a male preserve. In L.K. Fuller (Ed.), Sexual sports rhetoric globally. New York: Peter Lang.

Opffer, E. (2005). My mother is Greek and my father is plain: Growing up Greek in America. In W. Leeds-Hurwitz (Ed.), From generation to generation: Maintaining cultural identity over time. Cresskill, N.J.: Hampton Press.

Opffer, E. (1997). A Systemic Approach to school conflict resolution programs. Theory to Practice, 36(1), 46-52.

Opffer, E. (1996). Constructively confronting intractable conflict: Lessons from the Amendment II controversy. Working Paper 96-4. Boulder: Conflict Resolution Consortium, University of Colorado.

Opffer, E. (1994). Coming out in class: Notes from the college classroom. In R.J. Ringer (Ed.), Queer words, queer images: Communication and the construction of homosexuality. New York: New York University Press.

Work for CID:
Elenie Opffer wrote KC64: Peacebuilding and KC71: Safe Space, and was interviewed on these topics.

Monika Kirloskar-Steinbach Profile

Monika Kirloskar-Steinbach is professor of philosophy at University of Konstanz, Germany.

She engages with normative issues which are crucial to modern, pluralistic societies in her work on immigration ethics, cultural pluralism, structural injustice, etc. She seeks to relate her work in this field with her research on the new, burgeoning field of intercultural and comparative philosophy. Here, her main focus lies on how the plurality of standpoints driving this discipline of philosophy can be buttressed. In this regard, she also examines the role of intercultural and comparative philosophy in developing (societal) narratives which facilitate cross-cultural understanding.

Kirloskar-Steinbach initiated the bi-annual, peer-reviewed journal Confluence: Online Journal of World Philosophies (Karl Alber Verlag, Munich/Freiburg), which she currently co-edits with Jim Maffie (University of Maryland). She is currently the Vice-President of the Society of Intercultural Philosophy, Germany.

Kirloskar-Steinbach was born and grew up in India.

Some of her publications in English are:

Kirloskar-Steinbach, M., Ramana, G., & Maffie, J. (2014). Introducing Confluence: A thematic essay. Confluence, 1, 7-63.

Kirloskar-Steinbach, M. (2011). Humanistic values in Indian and Chinese traditions. In C. Dierksmeier et al. (Eds.), Humanistic ethics in the age of globality: Normative foundations for business in society (pp. 225-245). Basingstoke: Palgrave Macmillian.

Kirloskar-Steinbach, M. (2002). Toleration in modern liberal discourse with special reference to Radhakrishnan’s Tolerant Hinduism. Journal of Indian Philosophy, 30, 389-402.

Dharampal-Frick, G., Kirloskar-Steinbach, M., Dwyer, R., & Phalkey J. (Eds.). (In press). Key concepts in modern Indian Studies. New York: Oxford University Press.

Some of her publications in German are:

Kirloskar-Steinbach, M. (In press). Wie lassen sich liberale Ideale auch auf Immigrierte ausweiten? Eine erste Skizze. Zeitschrift für philosophische Forschung.

Kirloskar-Steinbach, M. (2010). Interkulturalität und Menschenrechtsbegründungen. Eine indische Perspektive. In J. Werkner et al (Eds.), Religion, Menschenrechte und Menschenrechtspolitik, Beiträge zu Genese, Geltung und Wirkung eines aktuellen politischen Spannungsfeldes (pp. 219-235). Wiesbaden: Verlag für Sozialwissenschaften.

Kirloskar-Steinbach, M. (2007). Nationale Identität und kultureller Pluralismus. In Zurbuchen, S. (Ed.), Bürgerschaft und Migration. Einwanderung und Einbürgerung aus ethisch-politischer Perspektive (pp. 255-287). Muenster: LIT-Verlag.

Kirloskar-Steinbach, M., Dharampal-Frick, G., & Friele, M. (Eds.). (2012). Die Interkulturalitätsdebatte – Leit-und Streitbegriffe/Intercultural Discourse – Key and Contested Concepts. Freiburg: Verlag Karl Alber.

Work for CID:
Monika Kirloskar-Steinbach wrote KC63: Interkulturelle Philosophie.

Liubou Uladykouskaja Profile

Liubou Uladykouskaja is the Founder and Director General of the Institution “Intercultural Dialogue” in Minsk, Belarus.

In spring 2015 she is also a Fulbright Scholar at the University of Florida, in Gainesville. She earned her PhD in Belarusian Studies in 1993. She is the author of 320 publications on the problems of intercultural dialogue, nation building, identity, preservation of cultural originality, democratic transformation, globalization, and the USA, including six books: Spiritual Ideals in the Modern Belarusian Culture and Values of Globalism (2009), How to Preserve Cultural Originality (2010), Discovery of My America, Or Why do the Belarusians Need the USA? (2012), and Intercultural Dialogue: American Paradigm (2014).

She established the Center for Intercultural Dialogue (2010), the Inter-Cultural Dialogue Department of the Academy of Sciences of Belarus (2011), NG Institution “Intercultural Dialogue” (2012), the Laboratory for Intercultural Communication at Belarusian State University (2013). She also has initiated and successfully implemented multiple civic society activities (organization and running of constantly working exhibitions, libraries, art galleries, clubs, ex. the Terminological Commission at the Ministry of Education, the American Club in Minsk, the Belarusian Club of Christian Intellectuals, the Discussion Club “Disputant” at the scientific magazine Higher Education) and international projects, including 190 international conferences, seminars, round tables and presentations. She has participated in joint civic and scientific projects in Poland, Great Britain, Germany, Luxembourg, France, USA, Sweden, Norway, Italy, Lithuania, Latvia, and Ukraine. She’s worked as a Chief of the Research Laboratory for Intercultural Communication (Belarusian State University), as Department Chair, Institute of Sociology, as a Director of the Center for Multicultural Education and Deputy Director, a Chief Administrative Unit for Science (Belarusian State University), as a Director of the F. Skaryna National Scientific and Educational Center, in the Ministry of Education and Science of Belarus (supervising social science and humanities curricula at universities), as a Lecturer in Belarusian Studies. Uladykouskaja also worked as a journalist, including radio and TV performances.

Work for CID:

Liubou Uladykouskaja wrote KC61: ВЫХАВАННЕ and then translated it into Belarusian and Russian.

Leah Sprain Profile

Leah Sprain is an Assistant Professor of Communication at the University of Colorado Boulder.

Her research focuses on democratic engagement, studying how specific communication practices facilitate and inhibit democratic action. Her research and teaching draw on language and social interaction perspectives to explore deliberation, environmental communication, and social movement activism. Outreach and praxis are crucial to democratic engagement thus much of her research is collaborative and focused on the practice-theory interface. As an ethnographer of communication, she has conducted extended fieldwork in Nicaragua and the United States. She co-edited Social Movement to Address Climate Change: Local Steps for Global Action, and her work appears in the Journal of Applied Communication Research, Environmental Communication: A Journal of Nature and Culture, and Communication Theory. She received her BA from Pacific Lutheran University, and MA and PhD from the University of Washington.

Key Publications:

Carcasson, M. & Sprain, L. (in press). Beyond problem solving: Re-conceptualizing the work of public deliberation as deliberative inquiry. Communication Theory.

Sprain, L., Carcasson, M., & Merolla, A. (2014). Experts in public deliberation: Lessons from a deliberative design on water needs. Journal of Applied Communication Research, 42, 150-167.

Sprain, L. & Gastil, J. (2013). What does it mean to deliberate? An interpretive account of jurors’ expressed deliberative rules and premises. Communication Quarterly, 61, 151-171.

Sprain, L. & Boromisza-Habashi, D. (2013). The ethnographer of communication at the table: Building cultural competence, designing strategic action. Journal of Applied Communication Research, 41, 181-187. [Introduction to a Special Forum on Ethnography of Communication in Applied Communication Research]

Witteborn, S. & Sprain, L. (2010). Grouping processes in a public meeting from an ethnography of communication and cultural discourse analysis perspective. International Journal of Public Participation, 3, 14-35.

Endres, D., Sprain, L., & Peterson, T. R. (Eds.) (2009). Social movement to address climate change: Local steps for global action. Amherst, NY: Cambria Press.

Work for CID:
Leah Sprain wrote KC60: Deliberation.

Cynthia Gordon Profile

Cynthia Gordon is Associate Professor in the Department of Linguistics at Georgetown University.

She uses theories and methods of discourse analysis to examine everyday social interaction across a range of contexts. She is particularly interested in interactional sociolinguistics, theories of framing and intertextuality, and the linguistic construction of relationships and identities. Her experience includes collaborative research projects on family, medical, educational, and online and mobile phone communication. She is author of Making Meanings, Creating Family: Intertextuality and Framing in Family Interaction (Oxford University Press, 2009) and co-editor (with Deborah Tannen and Shari Kendall) of Family Talk: Discourse and Identity in Four American Families (Oxford University Press, 2007). She is author or co-author of articles published in Language in Society, Qualitative Research, Linguistics and Education, Communication and Medicine, Research on Language and Social Interaction, Journal of Pragmatics, and Intercultural Management Quarterly.

Work for CID:
Cynthia Gordon wrote KC57: Contextualization Cues.

Daan Bauwens Profile

Daan Bauwens has an M.A. in psychology and is a journalist for the Belgian and international press, combining narrative and anthropological journalism in newspaper articles and prose.

By way of extensive ethnography, since 2008 his research focuses strongly on the influence of culture on interpersonal and intercultural communication. His main interests are conflicting worldviews with violent or non-violent consequences, the influence of religiosity on communicative behavior and the effects of a diaspora on native cultures.

Research topics and publications include: the Israeli mindset and youth culture, the Kurdish cultural struggle in Southeast Turkey, gender and Arab-Berber conflicts in Morocco, Japanese business culture and gender issues, and the structure of political processes in Belgium and the European Union.

In 2014, Daan Bauwens received a Fulbright grant for long-term research and a series of publications on the deep effects of multiculturality and superdiversity on the urban culture of Manhattan and Brooklyn. This research takes place in 2015, with the support and collaboration of New York City ngo City Lore.

NOTE: CID facilitated the connection between Bauwens and City Lore.

Mark C. Hopson Profile

Mark C. Hopson, Ph.D. (2005, Ohio University) is associate professor of intercultural communication at George Mason University, and director of African and African-American studies.

He teaches undergraduate and graduate classes in African American Studies, Intercultural Communication, the Rhetoric of Social Movements, Rhetorical Traditions, and Organizational Communication. His research and publications include critical intercultural communication, rhetoric, diversity, and the communication of violence prevention.

Dr. Hopson served as Chair of the International and Intercultural Division of the National Communication Association (2017). Additionally, he is a committee member for Research on Black Male Achievers, National Guide Right Program (since 2015). Most recently he served as Director of the PhD Program in the Department of Communication (2014 – 2017).

Previous assignments include Chair of the African American Communication and Culture Division/NCA (2008); Communication Specialist for GMU’s international collaboration to reduce gang violence in Trinidad and Tobago (2009); Committee member for the Police-Community Relations Project at GMU (2013); and Co-director of Campus Climate Committee at GMU (2014).

Dr. Hopson facilitates Changing Lives Through Literature (CLTL) for Fairfax County Public Libraries. CLTL is a nationally recognized alternative sentencing program for juvenile offenders. Additional workshops and facilitations include relationship abuse, sexual assault and violence prevention provided to more than 6,000 learners.

Recent awards include the 2018 Community Service Award from the Dulles-Leesburg (VA) Alumni Chapter of Kappa Alpha Psi Fraternity; the 2011 Spirit of Martin Luther King Award, George Mason University, Fairfax, VA; and contributor to R. L. Jackson’s (Ed.) Encyclopedia of identity (Sage) awarded 2011 Outstanding Resource at the Winter Conference of the American Library Association.

Beth Fisher-Yoshida Profile

Dr. Beth Fisher-Yoshida is a Facilitator, Educator, Mediator and Executive Coach, who partners with clients to develop initiatives that will foster change resulting in improved communication, organizational performance and quality of life.

She is President and CEO of Fisher Yoshida International, LLC, and clients have included global organizations in the Fortune 100, private sector, nonprofit and government sectors, military and security forces, communities, school districts and academic institutions. Dr. Fisher-Yoshida is Director and Faculty of the Master of Science in Negotiation and Conflict Resolution and Co-Chair of the Advanced Consortium for Cooperation, Conflict and Complexity (AC4) at the Earth Institute, both at Columbia University. She serves on the Boards of the CMM Institute for Personal and Social Evolution, Human Dignity and Humiliation Studies, and the International Advisory Board of Sunkhronos Institue.

Dr. Fisher-Yoshida takes a systemic approach to working on complex issues with multiple stakeholders through facilitated, interdisciplinary collaborative processes. She has more than 25 years experience in the areas of change management; leadership development; conflict resolution management systems, negotiation and mediation; intercultural communication and diversity; team development and effectiveness; and performance management. She has worked globally across a variety of industries including Asia and the Middle East, Africa, Europe and North America, in finance, pharmaceuticals, consumer goods, education, military and the arts.

Dr. Fisher-Yoshida has been working globally with the United Nations and WHO as an external consultant for more than 18 years. She worked as faculty in the Eisenhower Leadership Development Program, a joint collaboration between West Point and Columbia University. Prior to that she was a Training Manager with McKinsey & Company, Japan, a management-consulting firm that focuses on working with top leadership and management on strategy.

She has published many articles, chapters, and has authored and edited books. Her main areas of expertise in consulting and writing involve conflict resolution and collaborative processes, intercultural communication, transformative learning and Coordinated Management of Meaning (CMM), which takes a communication perspective.

Dr. Fisher-Yoshida received her Ph.D. in Human and Organizational Systems and MA in Organization Development from Fielding Graduate University in Santa Barbara, California. She graduated with honors when she received her MA from Columbia University. She received both a BA and a BS from Buffalo State College. Dr. Fisher-Yoshida is a Certified Clinical Sociologist (CCS). She speaks conversational Japanese and lived and worked in Japan for 13 years.

Work for CID:
Beth Fisher-Yoshida wrote KC54: Critical Moments and KC77: Negotiation.

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