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IPrA panel: EM/CA and Social Change: Addressing race and racism in EM/CA research and teaching

2020-09-08T21:35:42Z

HaydenBlain: Created page with "{{Announcement |Announcement Type=Conference |Full title=Paper proposals for IPrA panel: EM/CA and Social Change: Addressing race and racism in EM/CA research and teaching |Sh..."

{{Announcement
|Announcement Type=Conference
|Full title=Paper proposals for IPrA panel: EM/CA and Social Change: Addressing race and racism in EM/CA research and teaching
|Short title=IPrA race panel
|Short summary=Eleonora Sciubba and Natasha Shrikant are calling for papers in an IPrA panel about issues of race in EM/CA! Pre-approval abstract submissions due to m.e.sciubba@tilburguniversity.edu by 1 October 2020.
|Announcement text=Call Deadline: 01-Oct-2020 (pre-approval) - conference deadline: 25-October-2020

Panel: EM/CA and Social Change: Addressing race and racism in EM/CA research and teaching.
IPrA 2021 conference, Winterthur, Switzerland, 27 June - 2 July 2021

Organizers: Eleonora Sciubba (m.e.sciubba@tilburguniversity.edu), Natasha Shrikant

The murder of George Floyd and the uptake of the Black Lives Matter movement worldwide has confronted EM/CA scholars with questions about the ways whiteness is embedded in EM/CA theory, method, and pedagogy. Although Sacks’ (1984; 1986) work did highlight ways that EM/CA can study the relevance of race and racism in interaction, only a handful of scholars have used EM/CA approaches to do so (e.g., Rawls & Duck, 2020; Robles, 2015; Shrikant, 2018a, 2018b, 2020a; 2020b; Stokoe & Edwards, 2007; Whitehead, 2017; 2020; Whitehead & Lerner, 2009). These studies highlight the strength of EM/CA theories and methods to analyze how macro processes like “racism”, “discrimination”, or “resistance” occur in mundane, interactionally specific ways.

Despite the fact that EM/CA can be used to study these issues, and other forms of -isms, these issues are often positioned (through teaching, in data sessions, and by some scholars) as tangential to ‘mainstream’ EM/CA work. The purpose of this panel is to provide a public platform to a) interrogate the pervasiveness of whiteness in EM/CA and b) to propose ways to enact social change – particularly in regard to race and racism – in EM/CA research and teaching.

To that end, we request three 90 minute sessions:

+ A roundtable inviting panelists and audience to discuss the past, present, and future of EM/CA as it relates to addressing or ignoring questions of race and racism.
+ A research panel inviting papers that extend EM/CA theorizing to address questions of race, ethnicity, and inequality.
+ A research panel inviting empirical papers that illustrate the utility of using EM/CA to study race and racism as it occurs in different cultures and countries.

Potential topics include, but are not limited to:
- Ways in which ‘whiteness’ is embedded into EM/CA theorizing;
- Ways in which ‘whiteness’ pervades pedagogy – in the classroom or during data sessions;
- How EM/CA can be used to analyze traditionally conceptualized ‘macro’ processes, such as resistance, identity, race, or activism;
- How EM/CA theorizing can be extended through centering studies on minoritized groups in different cultures and countries;
- EM/CA studies that document the variety of overt and implicit ways that racial, ethnic, or cultural identities are made relevant in interaction.

Call for papers:

If you would like to contribute to this panel, please send your 250-500 word abstract to Eleonora Sciubba, m.e.sciubba@tilburguniversity.edu, for pre-approval by October 1.

All abstracts will ultimately have to be submitted individually through the IPrA submission system (https://ipra2021.exordo.com/) by 25 October 2020.

Please prepare your abstracts for submission with a reference to the IPrA Call for papers & Submission guidelines at https://pragmatics.international/page/CfP and select the panel “EM/CA and Social Change: Addressing race and racism in EM/CA research and teaching.”
|Year=2020
|Categories (tags)=IPrA; conference; panel
|To date=2020/10/01
|Abstract due=2020/10/01
|Final version due=2020/10/25
}}

1 Post-Doc Teaching Fellow at NUS

2020-04-21T07:29:26Z

HaydenBlain: Created page with "{{Announcement |Announcement Type=Job |Full title=1 Post-Doc Teaching Fellow at NUS |Short title=PostDoc_NUS |Short summary=2-year Post-Doc Teaching Fellow application open at..."

{{Announcement
|Announcement Type=Job
|Full title=1 Post-Doc Teaching Fellow at NUS
|Short title=PostDoc_NUS
|Short summary=2-year Post-Doc Teaching Fellow application open at National Uni of Singapore, in Media and Communication Studies, likely relevant to EMCA researchers. Deadline: 15 August, 2020.
|Year=2020
|Web link=https://academicjobsonline.org/ajo/jobs/16184
|Categories (tags)=Postdoc
|From date=2020/03/20
|To date=2020/08/15
|Address=Singapore
|Location=1.29664, 103.77639
|Submission deadline=2020/08/15
}}
The Department of Communications and New Media in the Faculty of Arts and Social Science at the National University of Singapore invites applicants for the following positions to begin in July 2021:

Postdoctoral Teaching Fellow

Candidates will have expertise in one or more of the following areas: new media and mobility; cultural studies in Asia; cultural theory and materialist cultural studies; critical software studies and network theory; games and e-sports theory; race, gender and sexuality studies in Asia; critical creative industry and policy studies; Asian film and digital heritage studies; digital ethnography and qualitative research methods.

Qualifications: PhD in Cultural Studies, Media and Communications Studies, Sociology, Anthropology, or closely related discipline by date of appointment; evidence of successful teaching.

Responsibilities: This is a full-time position for 2 years. The incumbent is expected to teach 2 modules per year (50%); advance their research by publishing top-tier journal articles and/or turning their thesis into a monograph; developing their new postdoctoral project, and; contribute to curriculum development in cultural and media studies. The anticipated start date is 1 July 2021 prior to the beginning of the semester in August 2021.

Context: Established in 2004, the Department of Communications and New Media is a leader in communication and new media research and education. It offers undergraduate, honours and PhD programmes in communications and new media studies, with an innovative curriculum that introduces students to key debates in the areas of media studies, communication management, interactive media design and cultural studies. Its curriculum provides students with practical skills in social media management, user interface design, and digital marketing. Its students undertake industry immersion through its compulsory internship programme. The Department also offers an undergraduate double degree with the School of Business; undergraduate minors in Interactive Media Design and Cultural Studies, and the Cultural Studies in Asia PhD programme. It has research concentrations in media psychology, health communication and cultural studies. Successful candidates for these positions will join an engaging community of 32 full-time faculty and 760 undergraduate and graduate students.

Singapore is a modern, English-speaking city state that is connected to the world via global commerce, finance and transport networks with a stable climate year round and a cosmopolitan mix of cultures and languages.

For full consideration, please submit a complete application as indicated below via academic jobs online. Only shortlisted candidates will be notified.

See https://academicjobsonline.org/ajo/jobs/16184 for more information.

Application deadline: 15 August 2020

Bolden2018

2019-07-05T08:57:49Z

HaydenBlain:

{{BibEntry
|BibType=ARTICLE
|Author(s)=Galina B. Bolden;
|Title=Speaking ‘out of turn': Epistemics in action in other-initiated repair
|Tag(s)=EMCA; conversation analysis; correction; epistemics; multiparty conversation; repair; turn-taking; repair initiation; trouble source; other-initiated repair
|Key=Bolden2018
|Year=2018
|Language=English
|Journal=Discourse Studies
|Volume=20
|Number=1
|Pages=142–162
|URL=http://journals.sagepub.com/doi/full/10.1177/1461445617734346
|DOI=10.1177/1461445617734346
|Abstract=This article provides an empirical demonstration of the saliency of epistemics to two core conversational organizations, turn-taking and repair. To that end, I examine cases in which a participant of a multiparty conversation intervenes into a repair sequence to respond to a repair initiation addressed to the trouble-source speaker, that is, in violation of the turn-taking rules, without having an epistemically grounded entitlement to do so. I show that such interventions enact a range of corrective actions vis-a-vis the repair initiation, such as contesting and correcting assumptions or understandings conveyed by the repair initiation. In providing these corrections ‘out of turn', the intervening speakers demonstrate their own attentive recipiency or cultural expertise and, at the same time, expose the repair initiator's interactional faux pas. The analysis demonstrates the procedural consequentiality of epistemic considerations (such as who knows, should know and has the right to know what) for the interlocutors – and, thus, the necessity to incorporate them into an empirically grounded analysis of their actions.
}}