ECREA WEEKLY digest ARTICLES

Comunicar Journal

Deadline: February 28, 2020

Thematic Editors

• Dr. Bartolomé Rubia Avi (University of Valladolid, Spain)
• Dr. Jennifer C. Greene (University of Illinois, USA)
• Dr. Iván M. Jorrín Abellán (Kennesaw State University, Georgia, USA)

Scope

This special issue analyses the transformations in educational and social interactions, and concomitantly in research, that have been generated by advances in digital technologies in the fields of Education and the Social Sciences. Today, our educational and social spaces are inhabited by digital technologies that can record people’s macro actions, as in political demonstrations or mobs, alongside micro-processes, such as reading or writing. These technologies can digitally capture people’s opinions and knowledge claims, the intersections of people’s public and private lives, and the dynamics of social and material consumption, including the dynamics of movement, mobility, and displacement. In research, classic data collection tools –direct observation, video recordings, open– and closed-ended questionnaires, interviews– can now be supplemented or even replaced by digital technology that is able to capture key social and cognitive processes that are integral to meaningful education and social well being.

The digitization of educational and social science data collection and analysis has been developing for more than 20 years, accompanying the Web 2.0 development processes. But, the extension of the Semantic Web and the new Big Data systems have significantly advanced the process of configuring profiles as ways to document educational and social trends. In schools, this process is helping to generate new ways of understanding the creation of technological resources; and enabling dynamics inside and outside the classroom that have catalysed changes in pedagogical methodologies, educational proposals, as well as new forms of evaluation. Thus, learning processes continue to be regulated by teacher-led activities, yet also by student-led activities, enacted through the use of digital resources in students’ private spaces both inside and outside the school. So today, researchers can develop teacher training programs in digital applications that acknowledge the value of student learning both in the classroom and in the spaces created by where the student lives, travels, and plays. This has also led to a new way of investigating educational and social processes, because the use of automatic information inevitably leads us to quantitative analyses that can complement or converge with qualitative research processes.

These recent technology developments can offer important contributions to research, along with significant threats. Regarding contributions, new digital technologies can enable a process of analysis and interpretation that is closer to the actual experiences of people in a given educational or social setting. These technologies can address the question: In digital networks, how purposefully or "quasiunconsciously" do people participate in the social processes of work, notably in interaction, communication, collaboration, coordination, shared or group work, interdependencies, and social engagements. Regarding threats, on the other hand, the loss of anonymity in social actions, and therefore also in educational ones, opens up the possibility of observing human and social action from the position of a kind of "Orwellian Big Brother". In a way where the unconscious action of people can serve to identify vital processes, intentions and human interactions that can be interpreted in a deeper way than was usual before the digital and technological era.

Therefore, for this special issue of the Journal ‘Comunicar’, we invite contributions from people working with digital technology in the domains of Education and Social Science. We welcome contributions that thoughtfully engage the debate on how to constructively analyse and use the potential of developing technologies both in our fields and in our research.

Descriptors

• Data analysis from the digital technology perspective in Education and Social Sciences.
• Research from mixed perspectives mediated by digital technology.
• Research designs in technological environments with a mixed methods approach.
• Mixed methodologies as a basis for social analysis in the framework of Big Data.
• Mixed research models in the fields of Educational Research and Social Sciences.

Questions

• How have research models in education changed with the integration of technology?
• What has technology contributed to our knowledge of social processes and how?
• What research in technologies uses mixed designs and how are those inquiry processes planned?
• Is digital technology having an impact in the mixed-methods paradigmatic framework?
• How do mixed design research models influence the definition of social research where digital technology is the basis of human interaction?
• What kind of rationality in interpretation processes can be developed with the mediation of digital technology and "Big data"?

Thematic Editors Profile

Dr. Bartolome Rubia-Avi, University of Valladolid (Spain)

ORCID: https://orcid.org/0000-0002-4963-4552

PhD from University of Valladolid (Valladolid-Spain) specializing in Curricular Design and Educational Research and Associate Professor in the Department of Pedagogy of that University, specializing in Educational Technology. Previously, Dr. Rubia-Avi graduated from the University of Granada in Philosophy and Educational Sciences. He is a member of the Intelligent & Cooperative Systems Research Group at the University of Valladolid (GSIC-EMIC: www.gsic.uva.es). This group is comprised of teachers and researchers who focus their work in the field of Technology for Education, basically within the framework of Computer Supported Collaborative Learning (CSCL) studies. He is currently Director of the Centre for Transdisciplinary Research in Education (CETIE-UVA http://www.cetie.uva.es). He is also a founding member of the Educative Technology Network (RUTE), a Spanish association that brings together teachers, researchers and people close to the world of educational technology for schools. In this network, he served a board member from its foundation until 2012. His work has focused on the use of technology in collaborative learning environments, developing, within his research group, more than 40 European, National and Regional projects in this field. He has also worked on different research projects on educational innovation in university education, especially in the process of evaluating such experiences. He is currently focusing on the following topics: Technologies for body cognitive learning; Analysis of cognitive styles and their involvement in learning; Emotional education in disadvantaged educational contexts.

Dr. Jennifer C. Greene, University of Illinois, Urbana-Champaign (USA)

ORCID: https://orcid.org/0000-0002-7244-7819

Jennifer C. Greene is a professor of Educational Psychology at the University of Illinois at Urbana-Champaign. She received her BA in psychology from Wellesley College and her PhD in educational psychology from Stanford University. Prior to Illinois, Greene held faculty positions at the University of Rhode Island and Cornell University. Greene’s work focuses on the intersection of social science methodology and social policy and aspires to be both methodologically innovative and socially responsible. Greene’s methodological research has concentrated on advancing qualitative and mixed methods approaches to social inquiry. In the field of evaluation, she has contributed both theoretical and practical scholarship in democratic and values-engaged approaches to evaluation. Greene has held leadership positions in the American Evaluation Association and the American Educational Research Association. She has also provided editorial service to both communities, including a sixyear position as co-editor-in-chief of New Directions for Evaluation, and current positions as an associate editor of the Journal of Mixed Methods Research and series co-editor for the series Evaluation and Society. Her own publication record includes a co-editorship of the Sage Handbook of Program Evaluation and authorship of Mixed Methods in Social Inquiry. Greene is the past president of the American Evaluation Association (https://education.illinois.edu/faculty/jennifer-greene).

Dr. Iván-Manuel Jorrin-Abellan, Kennesaw State University (USA)

ORCID: https://orcid.org/0000-0002-8549-5924

He is Professor of Educational Research in the Department of Secondary and Middle Grades Education, at the Bagwell College of Education. He’s a passionate learner who loves teaching, research and innovation. He has expertise in qualitative research methods with extensive experience teaching and researching innovative uses of technology in Education. He has worked for twelve years (2001-2014) at the Intelligent & Cooperative Systems Research Group at the University of Valladolid (Spain), where He got him Ph.D in Educational Technology. Within this transdisciplinary team formed by engineers, computer scientist and educators, they developed a number of innovative technologies to support teachers in the complete lifecycle of collaborative learning environments. In 2009 after a two-year Fulbright scholarship at the University of Illinois at UrbanaChampaign, He founded the Center for Transdisciplinary Research in Education (CETIE) at the University of Valladolid. In 2014 He was hired by Kennesaw State University (Ga) where He has recently developed the Hopscotch Model; a theoretical model and a webtool based on Google technologies, to help novice researchers generate qualitative research designs. (http://facultyweb.kennesaw.edu/ijorrina/)

Guidelines for authors and submission of contributions

Editorial guidelines are available at: http://www.revistacomunicar.com/index.php?contenido=normas&idioma=en

Contributions to the Special Issue should be submitted through the OJS platform: https://revistacomunicar.com/ojs

Deadlines

Initial date for proposal articles: 2019-09-01

Deadline for submission of articles: 2020-02-28

Date of publication of this issue: Preprint: 2020-07-15

Printed edition: 2020-10-01

Journal website: http://www.revistacomunicar.com

Communicar Journal

Deadline: September 30, 2019

In 1979, the General Assembly of the United Nations adopted “The Convention on the Elimination of All Forms of Discrimination Against Women”, which recognizes that “the full and complete development of a country, the welfare of the world and the cause of peace require the maximum participation of women on equal terms with men in all fields”. Today, on the 40th anniversary of this Convention, the steps proposed in its Art. 10, relative to the role of education, says goals are still a pending subject for the education systems of even the most advanced countries. This problem becomes more poignant if we consider the new contexts of inequality arising from the media and technology revolutions as an obstacle to implement effective strategies and policies in educommunication, strategies which endeavour to fight discrimination and violence against women, educating in the principles of equality and diversity from a gender perspective.

Despite the “Beijing Declaration and Platform for Action” of 1995, the existing regional, national, and international policies, and the recommendations provided by UNESCO through The Global Alliance for Media and Gender (GAMAG), the last results of the “Global Monitoring Media Project (GMMP)” (2010) and the “Global Report on the Status of Women in the News Media” (2011) still confirm the urgent need to continue creating global policies regarding gender equality in the field of educommunication.

In 2012 UNESCO developed the “Gender-Sensitive Indicators for Media (GSIM)” in order to provide an effective framework for analysis to be implemented on a global scale. In addition, a network of universities integrated in “The International UNESCO UniTWIN Network on Gender, Media, and ICTs” was created to foster the aforementioned goals. Amongst the specific actions proposed in 2018 to promote gender equality practices in the field of educommunication, UNESCO-UniTWIN also developed the model curricula: “Gender, Media, and ICTs. New Syllabi for Media, Communication, and Journalism”.

Taking the proposals by UNESCO and UNESCO-UniTWIN as a reference point, this special issue endeavours to deepen the analysis and discussion of the theoretical and practical aspects of the introduction -total or partial- of said recommendations, tools for assessment, model curricula, and methodologies. A space for critical analysis based on empirical contributions and specific experiences of implementation in different geographical contexts within the fields of gender training media and ICTs in education and teacher training in these areas.

Descriptors

• Gender perspectives in the different levels of education.
• Gender perspectives in Communication and ICTs Studies.
• Teacher training regarding equality, diversity, and gender identity in higher education
• Innovative and transversal educational projects in gender, media, and ICTs.
• Gender-sensitive indicators for media and educommunication contexts.
• Experiences of implementation of the “Gender, Media, and ICTs New Syllabi”.
• Gender and educommunication within the UNESCO framework.
• Educational policies in equality and sexual diversity regarding media and ICTs.
• International collaborative networks in gender, media, and ICTs.
• Relationships between the university and the corporate world regarding gender equality and educommunication.
• The treatment of gender equality in digital media.

Questions

Some of the questions and considerations raised by the topics addressed in this special issue include the following:

• To which extent have educational institutions integrated a gender perspective in their communication and ITC curricula?
• What are the criteria and standards implemented in the design of specific curricula in gender, media, and ITCs?
• Following the introduction of the model curricula proposed in the UNESCO-UniTWIN “Gender, Media, and ICTs New Syllabi”, what results, conclusions, and evaluations (both theoretical and practical) have been reached?
• What is the level of education and training in gender equality and diversity amongst the teaching staff in the fields of communication and ITCs?
• To which extent are women present in educational institutions and other educational structures in the fields of communication and ITCs?
• What is the specific training in gender for communication and ITCs students at the different levels of education?
• What are the theoretical and practical applications for formal and informal education derived from the Gender-Sensitive Indications for Media recommended by UNESCO? What results, conclusions, and recommendations can be drawn after its introduction?
• What are the difficulties in specific contexts for the correct implementation of UNESCO recommendations regarding gender, media, and ICTs in the fields of education and teacher training?
• What networks, research groups, and cooperative actions operate at an international level to generate knowledge regarding the global situation of inequalities regarding gender, media, and ICTs? What is their scope of action and their main achievements and contributions for a necessary global alliance?

About the Thematic Editors

PhD Francisco-José García-Ramos

Professor at the Complutense University of Madrid (Spain), where he teaches in the degrees and Master’s Degree in Advertising and Audiovisual Commnication. He graduated in Information Sciences and also in Art History (Complutense University), and has a PhD in Art History. He is currently researching on the presence of women in the History of photojournalism. Widely expertised in the fields of creativity and audiovisual culture, both within advertising and film and TV. He has undertaken research in gender within the framework of various I+D+I projects by the History Institute-CSIC, in his research stays at King’s College London (United Kingdom), as well as within the Complutense Research Group GECA (Gender, Aesthetics and Audiovisual Culture). He has published numerous articles on gender issues, and he is member of the editorial boards of several journals. In addition, he is a researcher of the International UNESCO UniTWIN Network on Gender, Media, and ICTs and co-author of the “Gender, Media, and ICTs. New Syllabi for Media, Communication, and Journalism”.

ORCID: https://orcid.org/0000-0002-1805-650X

PhD María-Soledad Vargas-Carrillo

Director of the Master’s in Communication and the Postgraduate in Communication and Journalism at the Pontifical Catholic University of Valparaiso (Chile), she combines her role as director with her teaching at the School of Journalism. She graduated in Social Communication at the Playa Ancha University of Educational Sciences (Chile), and in Hispanic Philology and Literature at the Pontifical Catholic University of Valparaiso (Chile), and completed a Master’s in Journalism and Communicational Sciences at the Autonoma University of Barcelona (Spain), where she also finished her PhD in the same field. She is part of the editorial board of several journals, as well as a peer reviewer. Her publications focus on radio, press, and the History of Journalism from a gender perspective. She is one of the researchers integrated in the International UNESCO UniTWIN Network on Gender, Media, and ICTs, and co-author of the “Gender, Media, and ICTs. New Syllabi for Media, Communication, and Journalism”.

ORCID: https://orcid.org/0000-0001-7473-2296

PhD Alexandra Wake

Senior Lecturer at RMIT University in Melbourne (Australia), Alexandra Wake completed her PhD in Media and Communication at Deakin University (Victoria, Australia), and her Master of Arts at Queensland University of Technology (Australia). Her career as researcher and professor runs parallel to her extensive experience as a journalist in the Middle East and the Pacific Areas. Her main research interest focuses on training new journalists in emerging democracies and in the coverage of traumatic conflicts and indigenous and multicultural groups, a task she has also undertaken within the South African Broadcasting Corporation (South Africa) and, the Dubai Women's College (United Arab Emirates). She is part of the editorial board of several journals, where she is also a peer reviewer, and has published numerous articles and chapters regarding the quality of the training in the field of educommunication. She has been awarded grants by the Journalism Education and Research Association of Australia (JERAA) and the Ian Potter Foundation. As a researcher in the International UNESCO UniTWIN Network on Gender, Media, and ICTs she develops several international cooperative projects in collaboration with the Universidad Nacional Autónoma de México.

ORCID: https://orcid.org/0000-0001-6377-6779

Guidelines for authors and submission of contributions

Editorial guidelines are available at: http://www.revistacomunicar.com/index.php?contenido=normas&idioma=en

Contributions to the Special Issue should be submitted through the OJS platform: https://revistacomunicar.com/ojs

Deadlines

Deadline for submission of articles: 2019-09-30

Date of publication of this issue:

Preprint: 2020-02-15

Printed edition: 2020-04-01

Journal website: http://www.revistacomunicar.com

Data Justice Lab, Cardiff University (UK)

The DATAJUSTICE project explores datafication in relation to social justice, looking at data-centric technologies, practices and experiences in the areas of border control and migration, law enforcement and policing, and low-wage work. As the lead of the policy work package, you will work closely with the Principal Investigator to explore implications of the development, implementation and uses of data systems across these areas for social and economic rights.

This post is full-time and fixed term for 30 months (part-time applications will also be considered).

Salary: £33,199 - £39,609 per annum (Grade 6)

Deadline: Monday 30th of September, 2019.

Apply HERE.

Research Associate Post 9087BR

University of Toronto

Deadline: October 30, 2019

Number: 1903325

Job Field: Tenure Stream

Faculty / Division: University of Toronto Scarborough

Department: UTSC: Arts, Culture and Media

Campus: Scarborough

Job Posting: Aug 23, 2019

Job Closing: Oct 30, 2019, 11:59pm EST

Apply online here.

Description:

The Department of Arts, Culture and Media at the University of Toronto Scarborough (UTSC) invites applications for a full-time tenure stream position in Media Studies. The appointment will be at the rank of Associate Professor, and will commence on July 1, 2020 or shortly thereafter.

Applicants must have earned a Ph.D in Media and Communications or a related discipline with an exceptional and internationally-recognized record of excellence in research and teaching in the area of Global Media Economies, Methods and/or Cultures.

Candidates must have expertise in one or more of the following areas: software/platform studies, global political economy, media arts, comparative media studies, or Asian, Middle Eastern, African, South American, Caribbean, diasporic and/or Indigenous media. We welcome a candidate with expertise in interdisciplinary, collaborative research and the use of digital tools, methods, and frameworks. We are particularly interested in candidates who have extensive experience in program development and a successful record of administrative responsibility (i.e. chairing departments or programs). The candidate will be expected to undertake curriculum development, interdisciplinary administrative leadership, collaborative grant applications, and to foster research initiatives and collaborations.

We seek candidates who will complement and strengthen our existing departmental and Media Studies strengths in teaching and research. The successful candidate will have an established international reputation and will be expected to sustain and lead innovative and independent research at the highest international level and to have an internationally established, outstanding, competitive and externally funded research program. Candidates must provide evidence of research excellence as demonstrated by a record of sustained high-impact contributions and publications in top-ranked and field relevant journals, the submitted research statement, presentations at significant conferences, distinguished awards and accolades, and other noteworthy activities that contribute to the visibility and prominence of the discipline, as well as strong endorsements from referees of high standing.

Candidates must demonstrate ongoing excellence in teaching. We are particularly interested in candidates who demonstrate extensive experience with graduate student supervision. The successful candidate should also have the demonstrated ability to work within our interdisciplinary department, where horizontal connections among faculty of different fields are encouraged: see http://www.utsc.utoronto.ca/acm/acm-research-themes. Evidence of excellence in teaching will be provided through teaching accomplishments, the teaching dossier submitted as part of the application including a strong teaching statement, sample course syllabi, and the teaching evaluations, as well as strong letters of reference. Candidates are also expected to show evidence of a commitment to equity, diversity, inclusion, and the promotion of a respectful and collegial learning and working environment demonstrated through the application materials.

The University of Toronto offers the opportunity to conduct research, teach, and live in one of the most diverse cities in the world. The appointment is at the University of Toronto Scarborough, which is a research-intensive campus with an interdisciplinary commitment, a multicultural student body, and a modern campus. The Department of Arts, Culture and Media at UTSC is a unique multi-disciplinary research and teaching environment, with programs in Art History and Visual Culture; Arts Management; Curatorial Studies; Journalism (Joint Program); Media, Journalism and Digital Cultures; New Media Studies (Joint Program); Music and Culture; Studio Art; and Theatre and Performance: see http://www.utsc.utoronto.ca/acm/. In addition to being a full member of the Department of Arts, Culture and Media, the successful candidate is expected to hold a graduate appointment on the St. George campus at the Faculty of Information (https://ischool.utoronto.ca/).

Salary will be commensurate with qualifications and experience.

All qualified candidates are invited to apply online by clicking the link below. Applicants must submit a cover letter; a current curriculum vitae; a research statement outlining current and future research interests (1-2 pages); one recent publication (of no more than 30 pages); and a teaching dossier to include a teaching statement of 1-2 pages, sample course syllabi (no more than 2), and teaching evaluations.

Applicants must also arrange to have three letters of reference sent directly by the referee via email (on letterhead and signed) to MediaStudiesAssociateSearch@utsc.utoronto.ca by the closing date.

Submission guidelines can be found at http://uoft.me/how-to-apply. We recommend combining attached documents into one or two files in PDF/MS Word format. If you have any questions about this position, please contact MediaStudiesAssociateSearch@utsc.utoronto.ca.

All application materials, including reference letters, must be received by October 30, 2019.

The University of Toronto is strongly committed to diversity within its community and especially welcomes applications from racialized persons / persons of colour, women, Indigenous / Aboriginal People of North America, persons with disabilities, LGBTQ persons, and others who may contribute to the further diversification of ideas.

As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP.

All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority.

December 12-13, 2019

UNSW Sydney 

Deadline: September 13, 2019

The contemporary media landscape is shaped by increasing precarity and awareness of gendered issues. The global screen industry is grappling with the cultural and industrial shifts precipitated by the #MeToo and Time’s Up movements. For some, the Harvey Weinstein revelations and subsequent scandal resulted in a re-evaluation of the gendered operation of Hollywood. The industry has responded on the red carpet, through the media and in film festival juries. What role do – and can – forms of film feminisms (or cine-feminism) play within this context?

This symposium will explore questions around the state, place and forms of contemporary cine-feminisms. There is little question that women’s filmmaking is gaining new currency and profile in film festivals, in film funding and in academic publishing. Calls for greater gender equity in the film industry are resulting in shifts in the ways (some) film funding bodies allocate resources and in how (some) film festivals select and program work. Decades of lobbying by women working both within and on the margins of the film industry have been the driving force in creating these shifts, often in engagement with the long history of feminist film scholarship on the work of women behind the camera, in front of the camera, and in front of the screen. The recent commitments to greater gender equity in the film industry can also, of course, be understood as one way that the industry has responded to negative publicity (in particular, the high-profile cases of sexual harassment, sexual assault and gender-based discrimination that have captured public attention) and economic opportunity (targeting female viewers).

While this (re)newed interest in women’s filmmaking has been enabled by cine-feminisms to what extent and in what ways does – or can – it create opportunities for feminist teaching and research in the academy? What place does cine-feminism have in the academy today? When, where and how does it shape and inform how both film history and film theory are understood and taught and how questions of authorship, genre, performance, intermediality, and industry are explored? In the shifting university sector, are there particular issues that cine-feminist work bumps up against in terms of syllabus design, recognition of engagement and outreach, research funding and publications?

We invite proposals on any area related to cine-feminisms/film feminisms, including but not limited to:

• Contemporary and historical cine- and media feminisms
• Feminist screen theories and pedagogy
• “Doing” feminist screen studies
• Feminist cine-activisms – on screen, online, in press, on the streets
• Diverse feminist screen cultures in the digital age

Keynote will be delivered by Dr Anna Backman Rogers (University of Gothenberg, Sweden)

Dr Anna Backman Rogers is a Senior Lecturer in Feminism and Visual Culture at the University of Gothenburg, Sweden. She is the author of American Independent Cinema: Rites of Passage and The Crisis Image (Edinburgh UP, 2015) and Sofia Coppola: The Politics of Visual Pleasure (Berghahn 2018). She is also the co-editor with Laura Mulvey of Feminisms (Amsterdam UP, 2015) and the co-editor with Boel Ulfsdotter of Female Authorship and the Documentary Image: Theory, Practice and Aesthetics and Female Agency and Documentary Strategies: Subjectivities, Identity, and Activism (both with Edinburgh UP, 2017). Her current research is on the films of Lynne Ramsay and Barbara Loden’s WANDA.

CFP closes 13th of September 2019. Please send your proposals including a title, an abstract (250 words), and a short biography (80 words) to Dr Jessica Ford (jessica.ford@newcastle.edu.au) and Dr Jodi Brooks (j.brooks@unsw.edu.au) by 13th of September 2019.

January 17, 2020

Northumbria University, London Campus

Deadline: October 11, 2019

Keynote speaker: Professor Toni Bruce,Faculty of Education and Social Work, University of Auckland, New Zealand

Keynote panel: to be announced in October 2019

The quality and influence of research produced by sports mediascholarsfrom a range of disciplines is improved by both an interdisciplinary approach and the direct, active involvement of stakeholders. As such, the aim of this one-day conference is to provide a platform for the knowledge exchange between scholars (from a range of disciplines), stakeholders, and practitioners who are united by a focus on sports media.

The event will take stock of the current position by examining notable case studies from the recent past. The event aims to foster new inter- and/or post-disciplinary trajectories and scholarship/practitioner collaborations. More specifically, the event hasfour objectives:

1. To stimulate conversations between academic disciplines, as well as between fields of media policy and practice;

2. To elaborate an historically-informed, future-focused research agenda that accounts for the needs and concerns of policy makers and practitioners;

3. To disseminate emerging findings and insights to a wide audience of academics and non-academics;

4. To identify and agree a series of next steps and practical actions by which to progress the Network and its concerns.

Submissions:

We welcome 15-minute papers, multi-media or documentary presentations which address the study of the gendered nature of sports media, including but not limited to such topics as:

* Methodological innovation

* Pathways to inter-disciplinary collaboration

* Sharing research outcomes with media practitioners

* Overcoming gender bias in sports media industries

* Sports media representation of female non-athletes

* Sports media, gender and race

* Inclusive and exclusive framing of trans athletes

It is intended that the symposium will lead to a special edition collection for Routledge’s /Advances in Leisure Studies /series.

Submissions are due by Friday, 11 October 2019  and should:

1. Be sent in the form of a Microsoft Word document (.doc, .docx)

2. Not exceed 300 words

3. Include the title of the paper

4. Include the author’s full name, title, position and institution

5. Include a brief professional biography (not exceeding 50 words)

Submissions should be sent to: SportMediaGender2020@gmail.com

with the subject header: /“Abstract: Sports media & gender conference 2020"/

Cost: £15 (Lunch and refreshment provided). For more details and to book a place, please visit the conference website here: https://www.northumbria.ac.uk/about-us/news-events/events/2020/01/sport-media-and-gender-2020

A small number of travel and accommodation bursaries are available for Early Career. Details on request.

Venue: Northumbria University London Campus, 110Middlesex St, Spitalfields, London, E1 7HT

Convenor: Roger Domeneghetti,Senior lecturer in Journalism, Faculty of Arts Design and Social Science, Northumbria University

University of Sheffield

Deadline: September 12, 2019

We are looking to recruit a part-time French-speaking Research Associate (for 5 months starting end October/beginning of November 2019) to work with us on the /FemmePowermentAfrique /project, assessing the impact of radio, and particularly Studio Tamani, on women’s rights and empowerment in Mali, Niger and Burkina Faso.

Since 2013, Studio Tamani, a news-providing radio initiative run by Fondation Hirondelle, a Swiss-based media development organisation, has been producing and broadcasting a daily two-hour news and information programme in Mali in five languages (French, Bambara, Peulh, Tamasheq, and Sonrhaï). Its aim is to provide independent information to all sectors of society, raise awareness and contribute to the development of one of the poorest countries in the world. Studio Tamani is currently broadcasting women-themed programmes on a series of topics to raise awareness of women’s rights and empowerment.

Working in collaboration with Fondation Hirondelle in Lausanne and Studio Tamani in Mali, you will be based in the Department of Journalism Studies at the University of Sheffield and will involved in the quantitative and qualitative analysis of data, radio programmes and radio generally in Mali, but also Niger and Burkina Faso.

Fluent French is essential.

Key areas of investigation will be radio, women, politics, and Mali/Niger/Burkina Faso. Experiencein these areas will be beneficial.

You will have a good honours degree and will be undertaking or have recently completed a PhD in a relevant area.

The deadline is 12 September with interviews on 27 September.

To apply, please click here

For informal enquiries about this job, contact: Dr Emma Heywood - e.heywood@sheffield.ac.uk .

Università Svizzera Italiana

Deadline: September 15, 2019

Profile of the Faculty and of the Institute

The Faculty of Communication Sciences is committed to research and teaching excellence in innovative communication and media areas, with a strong societal and cultural import. We consider communication as a fundamental process of the organizing of social endeavours, which we approach from multiple disciplines both within the social sciences and humanities. The Faculty is embedded within a diverse, dynamic, and highly international university, fostering collaborations across faculties (Architecture, Communication Sciences, Informatics, Biomedical Sciences, and Economics).

The Institute of Media and Journalism (IMeG) was created in 2004 within the Faculty of Communication Sciences. The Institute contributes to the teaching activities at Bachelor level, particularly by providing the area of specialization in 'Communications and Media', at the Master level, by running the Master in 'Media Management and by offering PhD- level supervision. IMeG engages in research activities in the following areas: organizational analysis and business strategies adopted by media companies; the historical evolution of media production processes and the media use within different socio-political, economic and cultural contexts; and the evolution of media-related professions, with particular regard to journalism; the history of media technologies; digital usage among young people; and climate change communications. The Director of the Institute is Professor Matthew Hibberd.

Candidate Profile

The Institute of Media and Journalism (IMeG) wishes to appoint a suitably qualified and experienced candidate at Assistant Professor level to undertake academic research, service existing undergraduate module/s and to develop a new Master-level course in Digital Journalism.

The successful candidate will already hold a PhD and will have experience in publishing in peer-reviewed journals. S/he will have teaching experience at undergraduate and postgraduate level, including coordinating and managing modules, allowing the successful candidate the opportunity to participate in both undergraduate and master-level programmes by developing specialist journalism provision. The successful candidate will take the lead role in developing the new Masters in Digital Journalism at USI and will also help supervise doctoral student/s. IMeG currently host the European Journalism Observatory’s (EJO) Italian web site and the successful candidate will have the opportunity to work with EJO colleagues. Applications will be welcome from those who have teaching and research specialisms in a range of areas across digital journalism, including practice-based teaching, especially in the following areas:

• Journalist research and practice in Switzerland and/or Europe.
• News Reporting and understanding of key techniques and issues used across multi-platform journalism, including key standards, issues of journalistic balance and media ethics.
• Journalism and the use of big data, artificial intelligence and algorithm processing including knowledge of recent media controversies surrounding WikiLeaks, etc.
• Social media and the use of alternative-related forms of journalism.

The ideal candidate will have:

* potential to research in his/her field at an international level;

* experience in teaching including managing modules;

The ability to teach and work in various languages and a commitment to service to the University and to the academic profession are a plus.

Job Description

This post offers the opportunity and resources for a young scholar of excellence to become an important member of a vibrant research group and be involved in the Institute’s research and teaching programmes.

The successful candidate will be expected to:

* promote research internationally and locally. Switzerland provides the opportunity of accessing relevant research funds provided by the Swiss National Science Foundation (SNSF) and similar institutions;

* teach courses and hold seminars on digital journalism at different levels: Bachelor, Master and Doctoral (9 ECTS per year);

* co-ordinate an assistant’s activities and act in an advisory capacity for PhD candidates; actively participate in the work of the Faculty Council and related ad-hoc committees.

The position involves 60% research, 30% teaching, and 10% service, and will start in April 2020 or as soon as thereafter. The employment package is competitive according to international standards, including also one fully funded PhD position with generous travel funds.

Residence and Language

The professor should normally take residence in Ticino (Italian-speaking part of Switzerland). The University’s postgraduate programmes are taught mainly in English, while most Bachelor classes are taught in Italian. Fluency in Italian is preferential, but is required within three years of taking up the post. B2 level of French and/or German is desirable.

Application and Required Documentation:

Applicants should submit:

* a letter of motivation addressed to the Dean of the Faculty

* a detailed CV including a list of publications, together with documentation of relevant academic qualifications, teaching, service and professional experience

* copies of a minimum of 3 and a maximum of 10 publications of relevance for the position

* names of three referees

Please send the application in digital form to concorsi.com@usi.com

Since USI aims to increase the percentage of women in research and teaching, women academics are particularly encouraged to apply.

Deadline

Applications received by 15th September 2019 will be given priority.

Please send your electronic application to the Dean of Faculty by e-mail, addressed to:

Prof. Andrea Rocci

Facoltà di scienze della comunicazione

Università della Svizzera italiana

Via Giuseppe Buffi 13

CH-6904 Lugano

E-mail: concorsi.com@usi.ch

For further information, please contact Professor Matthew Hibberd Vice-Dean and Director, Institute of Media and Journalism (IMeG). Phone 0041 586664725. Email matthew.hibberd@usi.ch

YECREA Round Table

November 13, 2019, 16:30 – 18:00, Zurich, Switzerland

Deadline for application: November 1, 2019

The Health Communication Temporary Working Group and the ECREA Young Scholars Network (YECREA) are organizing a round table debate titled  The responsible conduct of research: The ethical challenges and considerations in health communication studies.

The event aims to encourage young scholars to exchange and share their concerns, issues, questions, dilemmas, and ideas with other scholars at different stages of their career. It will take place at the 13 November before the Get Together of the European Conference on Health Communication (ECHC) in Zurich.

Participants (young and senior scholars) that would like to take part in the round table discussion can register by sending an email with their name and affiliation to Sara Atanasova (YECREA Representative) at sara.atanasova[at]fdv.uni-lj.si.

Special Issue on Psychoanalysis, Culture and Society

Deadline: September 9, 2019

Edited by Jacob Johanssen (St. Mary’s University, jacob.johanssen@stmarys.ac.uk)

For psychoanalysis, sexuality, how it is both individually thought about and lived and how it is culturally constructed, is key to understanding both the human psyche and social change. Freud believed that the sexual behaviour of an individual, from the earliest stages of development onwards, provided key insights into how they related to others and themselves in life more generally. While Freud stressed that there is no ‘normal’ sexuality and heterosexuality was a myth, his particular theories of female sexuality were nonetheless critiqued by feminist thinkers. Initially for Freud, the symptom itself was a distorted or covered manifestation of sexual activity which related to conflicts. Those ideas were developed by post-Freudian psychoanalysts in numerous ways. It is psychoanalysis that fundamentally contributed to the theorisation and understanding of the role that sexual desires and fantasies play in our (un)conscious forms of relating to ourselves and others. While psychoanalytic schools have come to understand sexuality in different ways, other disciplines such as queer theory, cultural studies and philosophy have grappled with and drawn on those conceptualisations of sexuality. Particular notions that are often taken for granted in every day discourse – perversion, fetishism, voyeurism – were (and are) developed by psychoanalysts. The call for papers for a special issue of Psychoanalysis, Culture and Society takes psychoanalytic theories of sexuality / sexualities and how they were adapted/critiqued by other disciplines as a starting point for analysing contemporary networked media, online spaces and digital phenomena.

In the past two decades, the Internet and networked devices have not only transformed societies but also human agency and subjectivity. How we communicate and relate to others has been shaped by our engagement with and immersion in digital media, devices and platforms. Social media in particular can be seen as enablers of unprecedented levels of human communication and cooperation which result in a sense of recognition and security for individuals, at the same time users have become data points which are commodified, surveyed and tracked by companies, governments and other entities. Contemporary online communication is also often marked by strong levels of hatred, aggression and polarisation which are characterised by the symbolic, and sometimes physical, destruction of the other. This proposed special issue of Psychoanalysis, Culture and Society places a specific focus on sexualities in contemporary online spaces. Sexualities have become more flexible and fluid thanks to technology as they are facilitated through hook up apps like Tinder, or Grindr. In reproductive terms, devices connected to the Internet such as fertility and health check apps have also become available. The Internet facilitates an informative and pleasurable engagement with sexualities, be it through online content, or communities around sexual identities for example. Subjects reveal aspects about their sexualities online more than ever before. At the same time, much of mainstream pornography has been critiqued as depicting women as oppressed, sexualised objects aimed to satisfy a male gaze. Clinicians have also noted that pornography can impact young people’s sexual development in harmful ways. Perhaps somewhat related to the widespread engagement with some forms of pornography, women are discussed in certain online spaces (such as forums on Reddit or 4chan) in highly misogynistic terms. Such language is often inspired by right-wing discourse and imagery which has gained increasing visibility online. The #MeToo movement on the other hand has made use of social media for activist purposes in order to resist and expose the widespread sexual assault and harassment conducted by men. It has attracted criticism for some of the methods and narratives deployed which have led to false accusations for example.

It is safe to say that the representation of and engagement with sexualities has exploded due to digital technologies. There is scope to interpret such aspects in depth through psychoanalysis in combination with other approaches.

Possible topics include but are not limited to:

• Psychoanalytic approaches to sexuality
• Psychoanalysis and other conceptualisations of sexuality (e.g. Foucauldian, Deleuze-Guattarian, queer theoretical)
• Clinical perspectives on sexuality and digital media
• Repression and its status today
• Pleasures, unpleasures – Eros and the death drive
• #MeToo and activism against sexualised violence
• The Alt-Right and online misogyny
• Online pornography
• Livestreaming and camming
• Hook-up apps
• The Internet of Things (fertility devices, sex toys, sex robots, etc.)
• Social media
• Games and gaming cultures
• Virtual reality and forms of simulation

Please send abstracts of no longer than 500 words to Jacob Johanssen (jacob.johanssen@stmarys.ac.uk) by 09 September 2019. Accepted full papers will be due in February 2020. The special issue will be published in December 2020.

Article length: 6-8,000 words

About the journal

Psychoanalysis, Culture and Society is an international, peer-reviewed journal published by Palgrave (https://www.palgrave.com/gb/journal/41282). It explores the intersection between psychoanalysis and the social world. It is a journal of both clinical and academic relevance which publishes articles examining the roles that psychoanalysis can play in promoting and achieving progressive social change and social justice.

Psychoanalysis, Culture & Society benefits a worldwide community of psychoanalytically informed scholars in the social and political sciences, media, cultural and literary studies, as well as clinicians and practitioners who probe the relationship between the social and the psychic. It is the official journal of the Association for the Psychoanalysis of Culture & Society.