Calls & Grants

25-26 September 2025, University of Padova, Italy: While the main focus of the conference lies within media, cultural, and gender studies—particularly concerning young people, digital intimacies, and everyday life—interdisciplinary perspectives are welcome. We invite presentations on the following topics, but not limited to: • Dating, relationships, and intimate connections • exual expressions and practices, including sexting and pornography • Gender identities, performances and representations • LGBTQIA+ activism and communities • Intersectional perspectives on digital intimacies • Friendship and networks of care • Constant connection and digital disconnection in interpersonal communication • Bodies, health, and sex education • Online and offline abuse in intimate relationships • Datification and commodification of intimacy • Platforms, algorithms, and digital monitoring, including intimate partner surveillance and location tracking • Intimate citizenship and rights • Methodological and ethical challenges in doing research with young people and digital intimacies

Contributions to ICON-edu will cover any educational topic that addresses any of the following general aspects: • Innovative educational experiences and good practices. • Applied research in educational contexts. • Bibliographic and systematic reviews in their various forms on educational topics. • Theoretical texts referring to the state of the art, scientifically based and updated . They may cover any educational level (Early Childhood Education, Primary Education, Secondary Education, Adult Education, Vocational Training, Higher Education, etc.). They may cover any of the areas of knowledge applied to Education: Arts and Humanities, Sciences, Health Sciences, Social and Legal Sciences, and Engineering and Architecture.

Aus Mitteln der Hans-Böckler-Stiftung werden zum frühesten Beginn im Oktober 2025 bis zu 12 Promotionsstipendien für das Promotionskolleg „Vertretung marginalisierter Interes- sen im Wohlfahrtsstaat (MARGIN)“ (PK 061) an der TH Köln sowie Uni Duisburg-Essen ver- geben. Vielfältige Stimmen im öffentlichen Diskurs und in der Wissenschaft sehen derzeit das Mo- dell der liberalen Demokratien in Gefahr, weil gesellschaftliche Polarisierungen zunehmen und autoritär-populistische Kräfte an Bedeutung gewinnen. Die Thematisierung der politi- schen Interessenvertretung von marginalisierten Bevölkerungsgruppen ist zudem vor dem Hintergrund einer aktuell geringen Responsivität von Sozialpolitik gegenüber den Bedarfen einkommensschwacher Bevölkerungsgruppen relevant, die gleichzeitig seltener politisch partizipieren. Die Promotionsprojekte erforschen, wie sich Interessen formieren und wie die Vertretung marginalisierter Interessen im Wohlfahrtsstaat motiviert und organisiert werden kann. Es wird zudem gefragt, wie diese Interessenvertretung diskursiv gerahmt wird, mit welchen Instru- menten sie stattfindet und unter welchen Bedingungen sie durchsetzungsfähig ist. Marginalisierung wird im Kolleg als Prozess verstanden, der mit einer maßgeblichen Benach- teiligung in mindestens einem von drei Bereichen einhergeht: (1) Existenzgefährdung, (2) Entwürdigung und Stigmatisierung sowie (3) Randständigkeit, d.h. geringe Teilhabe am öko- nomischen, sozialen und politischen Leben. Dabei wird (je nach Themenstellung) an vier Forschungsperspektiven angeknüpft: Gewerkschaftsforschung, Verbändeforschung mit dem Fokus auf ‚schwache Interessen‘, Forschung zu Sozialen Bewegungen sowie zu Sozialer Arbeit als (armutsDer Promotionsverbund nimmt ausgewählte Formen und Akteursebenen der Repräsentation marginalisierter Interessen im Wohlfahrtstaat in den Blick: - Advokatorische Interessenvertretung durch Sozial- und Wohlfahrtsverbände oder einzelne Fachkräfte der sozialen Dienste und Sozialer Arbeit - Selbstvertretung durch Adressat:innen des Wohlfahrtsstaats - Mitvertretung durch Gewerkschaften - Neue Akteure im Feld der Interessenvertretung Dabei wird ein theoriepluraler und multimethodischer Ansatz verfolgt. Es sind qualitative und quantitative Forschungsdesigns möglich. Das Programm des Kollegs mit weiteren Informationen zu Zielen, Fragestellungen und mög- lichen Promotionsthemen finden Sie hier: www.th-koeln.de/margin Die Leitung des Kollegs erfolgt gemeinsam durch Prof. Sigrid Leitner (Technische Hochschu- le Köln) und Prof. Simone Leiber (Universität Duisburg-Essen), die Betreuung erfolgt in Kern durch insgesamt sechs Professor:innen an beiden Hochschulen im Rahmen von Betreu- ungsteams. Eingebettet u.a. in die Kooperation mit dem Promotionskolleg NRW sowie dem Deutschen Institut für Interdisziplinäre Sozialpolitiforschung (DIFIS) bietet das Kolleg eine strukturierte Promotionsförderung, die Sie umfassend bei theoretischen und methodischen Fragen unterstützen wird. Die Arbeitsplätze der Stipendiat:innen sind in Köln oder Essen angesiedelt. Das Kolleg ist interdisziplinär ausgerichtet. Wir freuen uns über Bewerbungen aus den Be- reichen politikwissenschaftlicher und soziologischer Wohlfahrtsstaatsforschung sowie der Sozialen Arbeit und Erziehungswissenschaft.

In 2025, TPDL specifically reaches out to academic researchers and practitioners in digital libraries in the light of new technological advances. Currently, the speed of technological developments in knowledge extraction, management, and dissemination is breathtaking and offers a vast variety of possible research directions. It will be central to the field that new results showcase innovative, yet also usable, reliable, and sustainable approaches. TPDL therefore particularly encourages submissions pointing to real world applications and reflecting on their methods' individual benefits, challenges, and limitations.

Für die diesjährige Online-Konferenz zum Thema Spielkulturen lädt der AKGWDS insbesondere dazu ein, Beiträge zu den folgenden Themenschwerpunkten einzureichen: i. Metadiskurse ii. Methoden und Ansätze iii. Kultur in Spielen iv. Rezeptions- und Vermittlungskulturen v. Entwicklungskulturen vi. Forschungskulturen (Wissenschaft und Spiele, Geschichte des AKGWDS und Forschungsgeschichte)

Mit dem Themenheft laden wir dazu ein, innovative, aktuelle Forschungsbeiträge einzureichen, die über die blosse Anwendung KI-gestützter Tools hinausgehen und sich kritisch-konstruktiv mit dem Verhältnis von Medienbildung und generativen sozio-technischen Systemen in der Post-Digitalität auseinandersetzen: Wo und wie knüpfen aktuelle Forschungen an bisherige Arbeiten an? Wie lassen sich unterschiedliche Forschungsperspektiven sinnvoll verbinden? Welche theoretischen und methodischen Zugänge braucht eine medienpädagogisch informierte Forschung? Welche Impulse kann eine gestaltungsorientierte Forschung für die Bildungspraxis geben?

This special issue will focus on multilingualism as a critical dimension of migration experiences, digital transnationalism, and intercultural communication. It will draw from themes presented at the conference 'Beyond Borders: Creative Methods and Reflexive Approaches to Migration, Media, and Intercultural Dialogue', addressing how multilingual practices shape and are shaped by the intersections of migration, media, and intercultural dialogue. This special issue will aim to explore innovative and reflexive methodologies, along with empirical studies that highlight the role of multilingualism in fostering (or hindering) social cohesion, identity formation, and ethical engagement in global migration contexts. This special issue will contribute to understanding multilingualism not merely as a linguistic phenomenon but as a socio-political and cultural practice deeply intertwined with migration and media. It aligns with the journal's mission to showcase rigorous, theory-driven, and methodologically diverse research that resonates globally. The special issue will welcome articles that could be: • Empirical studies: Case studies on multilingual communication in migration crises, border zones, or diasporic communities. • Theoretical papers: Reflections on multilingualism as a lens to understand migration and intercultural dialogue. • Methodological contributions: Innovative methods for researching multilingualism in migration and digital contexts. • Practitioner perspectives: Working papers from activists, educators, and policymakers engaged with multilingual migrant communities.

The Centre for Postdigital Cultures (CPC) and its Post-Publishing research strand invite applications to a fully-funded PhD studentship that explores alternative publishing practices and formats and discusses their potential to cultivate more supportive, diverse, and equitable publishing cultures. Project Details We invite applications for PhD projects that challenge and intervene into the prevailing systems of scholarly publishing which prioritise research outputs (such as books and papers) as well as competitive, individualistic authorship models as the main metrics for academic recognition and success. This conventional approach often reduces scholarly works to commodities, neglecting the intricate socio-material processes of knowledge creation and sharing, which are inherently collaborative involving both human actors (authors, editors, reviewers, programmers) and non-human ones (digital texts, research cultures, technologies). Doctoral proposals are welcomed that focus on how alternative approaches to publishing can foster collaboration and mutual support over individual competition, social processes over quantifiable outputs, and knowledge equity and diversity in scholarly publishing. This includes but is not limited to applications that explore publishing and editorial collectives in- and outside the university, publishing practices (including joint writing, open peer review, shared annotation, alternative licencing, and collective editorship), as well as open, processual, and versioned books. The members of the supervisory team have expertise in critical, experimental, activist, and academic print and digital publishing; radical open access publishing; social justice, knowledge equity and diversity in academia; as well as in curatorial studies and spatial practices. We welcome applications that focus on specific case studies, engage in practice-research, and/or want to conduct an experimental publishing projects. We encourage projects that critically engage with existing literature in fields such as publishing and communication studies, digital humanities, cultural studies, media studies, and critical university studies as well as with past and current publishing initiatives and publications. Questions of interest include: How can collaborative and processual approaches to publishing displace traditional metrics of scholarly productivity and success? How can these approaches provide alternatives to a scholarly communication system currently focused on books and articles as objects and commodities? How can these approaches create more supportive, diverse, and equitable research and publishing environments Funding Tuition fees and bursary Benefits The successful candidate will receive comprehensive research training including technical, personal and professional skills. All researchers at Coventry University (from PhD to Professor) are part of the Doctoral Researcher College, which provides support with high-quality training and career development activities. The successful candidate will become a member of the Centre for Postdigital Cultures (CPC) and its Post-Publishing research strand. They will benefit from opportunities and resources within the Centre. These include participating in reading groups and team meetings, co-organising events and conferences, and teaching opportunities, which will help the candidate to develop important communication, presentation, and critical thinking skills. Beyond the CPC, the successful candidate will be supported in undertaking networking and knowledge-transfer activities to develop their research and future career: such as (co-)writing academic research articles and participating in conferences, joining relevant professional societies, and participating in professional forums. Entry requirements A minimum of a 2:1 first degree in a relevant discipline/subject area with a minimum 60% mark in the project element or equivalent with a minimum 60% overall module average. PLUS The potential to engage in innovative research and to complete the PhD within 3.5 years. A minimum of English language proficiency (IELTS academic overall minimum score of 7.0 with a minimum of 6.5 in each component). Additional Requirements The successful candidate will have a theoretical and/or practical foundation in fields related to publishing: This includes publishing studies, graphic design, artistic publishing, digital humanities, communication studies, literature studies, or related disciplines. Working with social justice, intersectional feminist, posthumanist, and decolonial approaches is especially desirable.

Digital technologies are reshaping territories, raising urgent challenges in governance, inequality, and digitalized work. AI, now deeply embedded in cities and lives, demands critical reflection on its social, ethical, and environmental impacts. We invite theoretical and empirical contributions that explore the complexities of digital transformation, questioning its social, political, and territorial effects.

This international workshop aims to use critical theories in order to explore how digital and computational systems are influencing societal changes and how these systems are also part of broader global transformations. It will take place in Berlin on 16/17 October 2025. The deadline for submissions is 30 April 30 2025. The workshop “Critical Theory of the Computational” engages critical theories (both in the tradition of the Frankfurt School and beyond) in order to examine how computational/digital constellations are shaping (upheaving, consolidating, etc.) foundational dynamics in society, and how said computational constellations are themselves embedded in ongoing planetary transformations (such as global heating). In interrogating possible preconceptions and assumptions entrenched in critical theories—such as human exceptionalism, and universalist aspirations—, we ask how these might be rethought in light of computational and planetary transformations. The workshop will explore how computational constellations not only introduce new actors—such as AI systems and human–machine hybrids—but also shape existing understandings of agency and its properties like autonomy and emancipation. For example, the computational may give new opportunities for critical discourse, but it may equally give rise to numerous phenomena in politics and other parts of society that give cause for concern (such as power concentration, erosion of public discourse in liberal democracy, and enormous energy consumption).

SEASON, The Search Engines and Society Network, brings together researchers and others interested in the diverse roles of search engines in today’s culture and society. After a series of workshops held across Europe, SEASON was set up in 2024 by a group of researchers from different fields and disciplines. Their goal is to highlight search engines as cultural, societal, and technological artifacts that increasingly effect many aspects of society across more and more domains, including politics, education, the economy, health, and the environment. SEASON serves as a forum promoting dialogue and collaboration across different disciplines and sectors, and a hub for expertise and research-based knowledge on search engines and society.

This collection will bring together emerging and established feminist scholars and practitioners in the fields of digital scholarship, digital humanities (DH), and digital studies (DS) to examine the myriad ways in which digital scholarly work takes shape in academic and activist spaces. The editors are seeking … Pieces that extend and deepen the domestic metaphors presented here, in relation to digital scholarship Scholarly or theoretical essays about engaging in feminist digital scholarship Pedagogical blueprints and lesson plans Project snapshots Case studies of successful (or failed) collaborations, gatherings, and process work And other ideas! If you want to pitch it, we’re eager to listen.

This conference considers the Middle Ages and Medievalism in Modern Games. We invite analytical ‘papers’ (comprising 400-500 words of text or 5-minute videos) and sessions of 3 to 5 papers which address any aspects of the medieval period or medievalism in any and all forms of modern games. We particularly welcome papers addressing the central conference themes of ‘Globalities’ and ‘Regionalities’. The conference will be conducted remotely and there will be no registration fee. To promote accessibility and inclusivity, the event runs asynchronously across time zones. Topics may include (but are not restricted to): •Regional and International Game Development •Extra-European Perspectives •Game Mechanics of Globalism •Modding and Counterplay •Regionalisation of Medievalist Games •National Schools of Medievalist Game Studies •Anglocentrism in Development and Play •Global Fantasy Worlds and Peoples •Non-Anglophone Research and Games •Roleplaying across Culture and Race •Controversy in and Around Global Medievalist Games •Regional and National Gaming Communities •Indigeneity and Colonialism •Minority Cultures and Languages within Europe •Distinguishing Cultures in Play and Mechanics •Medieval Travellers in Games •Stereotypes, Racism and Xenophobia

Migrants today must go through physical, emotional and social barriers as they make a new country home. These barriers are often created through technologies, practices, knowledge, and discourse that shape and make up human behavior. The world is also increasingly becoming digital, meaning barriers are also created through socio-technical means at multiple levels of society. Although the social nature of technology is evident, (critical) migration studies and technological sciences are two topics that are rarely discussed side to side. We aim to bring these two fields closer together in the 2025 ETMU conference organized at the University of Helsinki by Trust-M. ETMU 2025 aims to foster interdisciplinary dialogue, and invites scholars, policy makers, students and practitioners to explore different angles of inclusion and exclusion, how technologies affect points-of-entry to society in general, and different physical, emotional, psychological, or social barriers to society. Sessions should touch upon the conference theme and related topics around (but not limited to) different barriers that limit inclusion in societies, accessibility, ethics in technologization, how these barriers are created/dismantled, and the role of AI in public services. The sessions can be more intra-disciplinary in nature, but should be open to perspectives from other disciplines. The sessions are not limited to traditional academic proposals, and we warmly invite more creative/arts-based workshops, exhibitions or demos of novel technology around the topic of migration and digitalization and sessions that promote interdisciplinary dialogue and discussion. Session conveners will be responsible for reviewing and selecting abstracts for their workshops and facilitating the presentations of their contributors.

Hype is a powerful and pervasive phenomenon that influences economic trends, political agendas, media narratives, and technological development. It creates momentum, attracts investment, and fuels speculation, while simultaneously distorting reality, misallocating resources, and amplifying uncertainties. Hype is not just an exaggeration—it is a dynamic process that plays a crucial role in contemporary societies, shaping decision-making at multiple levels. This conference aims to examine hype as a performative force, exploring its mechanisms, effects, and implications across different domains. From the speculative visions of emerging technologies to political rhetoric, from financial bubbles to cultural trends, we seek to understand how hype operates, who benefits from it, and how it transforms the social, media, political, economic and technological landscape. We invite researchers, journalists, students, artists, designers, policymakers, technologists and communication professionals to contribute to discussions about the nature of hype and its effects.

The Faculty of Arts & Humanities at King's is pleased to offer 3 new fee scholarships annually reserved for home students from some minoritised ethnic groups underrepresented in academia. These ‘Bridge Scholarships’ are intended to bridge the funding gap between undergraduate programmes and doctoral studies. Each scholarship to the value of 1 year full-time or 2 years part-time master’s tuition fees. Eligibility criteria: For master’s programmes in the Faculty of Arts & Humanities at King’s College London. Open to home students (eligible for home tuition fees) who identify as Asian or Asian British, Black, Black British, Caribbean or African, or Mixed.

Media and Communication, peer-reviewed journal indexed in the Web of Science (Impact Factor: 2.7) and Scopus (CiteScore: 5.8), welcomes article proposals for its upcoming issue "Exploring Engagement With Complex Information: Perspectives on Generative AI as an Information Intermediary," edited by Monika Taddicken (TU Braunschweig), Esther Greussing (TU Braunschweig), Evelyn Jonas (TU Braunschweig), Ayelet Baram-Tsabari (Technion—Israel Institute of Technology), Inbal Klein-Avraham (Technion—Israel Institute of Technology), and Shakked Dabran-Zivan (Technion—Israel Institute of Technology). The thematic issue aims to facilitate a multi-perspective reflection on the intricate relationship between generative AI and public engagement with complex information. In the realm of public engagement with complex information, the thematic issue aims to understand how and for what reasons people use generative AI. The focus shall be on the potential benefits offered by generative AI to diverse audiences—evident in enhanced information access, personalized content experiences, and efficiency—and the corresponding risks of misinformation, reinforced biases, polarization, and the erosion of traditional structures of knowledge production. As such, generative AI introduces new complexities that complicate the public’s engagement with information and may challenge conventional notions of well-informed democratic discourse.

In my recent article, “The Entangled Learner: Critical Agency for the Postdigital Era” (Code, 2025), I explored how traditional notions of learner agency no longer serve us in a world shaped by algorithms, AI, and hybrid learning environments. As our educational spaces become increasingly mediated by sociotechnical systems, we need new frameworks that reflect this complexity. That’s why I’m editing a new volume titled Postdigital Learner Agency: Navigating Hybrid and Algorithmically Mediated Education, and I’m inviting chapter proposals from scholars, educators, designers, and researchers who are engaging critically with these issues. This volume builds on the Postdigital Learner Agency (PLĀ) framework, which redefines agency not as something purely individual, but as relational, collective, and deeply entangled with both digital and non-digital realities. It’s about equipping learners—and ourselves—to navigate power, bias, and possibility in education shaped by data and code. If you’re working in K–12, higher education, lifelong learning, or professional training, I’d love to hear from you.

This special issue will interrogate the concepts and definition of young people’s “play” in borders and boundaries that have often reinforced settler colonialism, racism, hetero-patriarchy, homophobia, transphobia, and white supremacy. We are specifically calling for papers that center young people’s voices, perspectives, and experiences. Playing with Borders invites work that engages with transdisciplinary methods and perspectives from across the humanities and qualitative and critical social sciences. The Special Issue theme invites research that draws from critical perspectives that center marginalized selves: queer, trans, feminist, crip, antiracist, abolitionist, decolonial, Indigenous, diasporic, transnational, and so on.

The theme for our 2025/2026 residency is Counter Computing: Alternative Imaginaries. We would like to see your interpretation and exploration of this open brief. You may consider thinking about the following questions: What is computation? What is the role of the “counter” in artistic and technological practice? How can we imagine technology and society otherwise through such counter-acts? What are the poetics of techno-social relations? We are interested in any form of artistic and/or scholarly practice that engages counter-computational practices, such as glitching, hacking, tinkering, queering, subverting, (un)making and (re)imagining. Through such experimentation, we encourage you to explore how our relation to (and imagination of) technology can be remade to envision alternative pasts, presents and futures. We are open to proposals for residencies of up to 4 weeks which will be held over the course of the 2025/2026 academic school year, beginning September 2025 until June 2026 (5 residencies in total). Residencies include full access to the lab and its collection and logistical support to whatever extent is possible (we operate on a volunteer basis and foster the ethos of collaboration and independence in hands-on inquiry). In addition to working in the lab, Chosen participants will receive a stipend of $1000 to support the production of their work. We are unfortunately not in a position to provide accommodation in Boulder, but we will support you in writing letters of invitation for funding (and/or visa) applications. The program is open to artists of all genres and disciplines as well as practice-based researchers, tinkerers, retro-tech enthusiasts or other counter-disciplinary practitioners. Applications from established professionals, emerging creators; and students are welcome! Submissions may be made by individuals or collectives (in case of collectives, the stipend will be shared among members). We encourage local, national, and international practitioners to apply. If you are excited about the MAL collection and are interested in this hands-on inquiry, we’d love to hear from you!

Travel and communication are themes that has not been extensively explored by communication scholars. Intercultural scholars have studied travel as encounter but a broader exploration of travel and communication has not been studied in depth. Travel has been extensively studied as it relates to tourism, hospitality, and marketing studies. Philosophers have also explored the meaning of travel and experiences while travelling. Travel includes countless dimensions: vacationing, embodied communication, movement, encountering other cultures, experiencing difference, etc. This topic continues to gain social and cultural currency, as well as in various relevant industries. Paradigmatic shifts such as in how and where people work in a post-pandemic world, Gen Z’s demand for a better work-life balance, and surges in “digital nomad” visas are just a few indicators of why this area of study demands attention. We seek to bring the study of travel alongside our study of communication. The many approaches to reflecting on communication can be brought to bear on the specific context and content of travel. This call for book chapter proposals invites contributors to examine travel and communication using a variety of approaches: including rhetorical studies, philosophical inquiry, narrative, critical, dialogic, semiotic, global, cross-cultural, and media studies. We welcome theoretical and practical approaches to the subject. In this edited volume, we explore multiple dimensions of how travel and communication intersect, interact and inform each other. We communicate about travel as lived experience, as performative expressions, for monetizing purposes, for personal reflection, etc. We seek to explore themes included but not limited to: What does travel mean? How do we talk about or describe our travel experiences? In anticipation of, during or after the travel? Through print, video, or social media?

This workshop aims to bring together experts from ecology and digital libraries, with contributions from AI research where applicable, to address the challenges of synthesizing diverse ecological data and improving predictive models. The integration of multi-scale data — often fragmented across different sources — poses a significant barrier to developing generalizable ecological insights. Recognizing the essential role of digital libraries in research infrastructure, we seek to explore AI-driven systems and FAIR data principles for enhancing ecological methodologies. While interdisciplinary contributions from fields such as climate science, biodiversity conservation, ecosystem restoration, environmental science, and geography are welcome, the primary focus remains on advancing ecological research through digital and computational tools. By bridging theory and practice, this workshop supports TPDL’s mission to drive digital innovation in ecological research and applications.

This fellowship is open to scholars working on the reception of the past in the digital society: how texts, ideas, and images from the past are represented or reconfigured through new technologies. The successful applicant will be invited to spend a short research period (four to six weeks) at KU Leuven. Our offer: • A research stay at KU Leuven of 4 to 6 weeks at the interdisciplinary KU Leuven Institutes LECTIO and DigiSoc. • Reimbursement of travel expenses (train/economy class flight) up to €500. • Accommodation for the entire period of stay. • Access to university facilities (libraries, internet access, university restaurants). • Office space (depending on availability). • In addition to their LECTIO affiliation, Visiting Fellows will also have a visiting affiliation with the Faculty or Research Group of their academic host at KU Leuven. Our expectations: • You must have a PhD. • You will reside in Leuven for a consecutive period of 4 to 6 weeks between September 2025 and June 2026. • You will engage actively with the LECTIO and DigiSoc research communities and discuss your research with members of both institutes. • You will give at least one open seminar/lecture on your current research. • You will acknowledge the LECTIO & DigiSoc Fellowship in any publications (partly) resulting from the fellowship.

the GenAI & Creative Practices: Past, Present, and Future conference aims to gather together scholars, researchers, and practitioners from around the world to discuss: 1. Rethinking and Redoing Creative Practices in the Age of GenAI 2. Values & Creative Work 3. Scalable Responsible Generative AI and Creative Practices 4. The Future of Creative Work 5. The Political Economy of GenAI and Transformation of the Cultural Sector 6. Governance and Regulation of GenAI

The international workshop History of Digital History between East and West will take place on 5-6 February 2026 at the Centre for Contemporary and Digital History (C²DH) of the University of Luxemburg. In histories of digital history, as in digital humanities in general, much emphasis has been placed on the two commonly recognized centers of the development of historical computing since the 1950s: the United States and Western Europe. As a result, crucial developments elsewhere have been overlooked, including in the Nordic countries as well as the Soviet Union and the various states of the Eastern bloc. The consequence of this omission is not merely a lack of knowledge about specific countries and a skewed understanding of digital history’s manifold early trajectories. It also creates epistemological blind spots regarding the political dimensions of the development of early historical computing and, given the latter’s networked nature within a general context of ‘East-West’ scholarly exchange in the Cold War period, obscures the transnational dimensions of the early history of digital history. This workshop will address these blind spots by focusing attention on the question of how the local and the transnational intersected in the technology-inflected reshaping of historical research practices and how political backgrounds, contexts and constraints fed into this process. We therefore seek papers that focus on local case studies in a transnational ‘East-West’ context, as well as those that consider comparative perspectives. Papers that ask what resources are available to support research in this area are similarly welcome.

Abstract submissions may address any implementation of AI in studies of the human past while maintaining historical and hermeneutical perspectives to appropriately situate contemporary generative AI developments within their historical context. Additionally, submissions should examine these practices within the broader evolution of computational methods (including antecedent mechanographic systems) in humanities and social sciences research since the post-war period (for instance: François Furet, Adeline Daumard 1959 ). Submissions must adhere to the journal’s established multilayered article format (narrative/hermeneutic/code and data). Prospective contributors are strongly advised to review the Author Guidelines prior to submission.

Die vom 23.-24.10.2025 in Paderborn stattfindende Tagung möchte das bisher wenig beleuchtete Phänomen des Streamens und Kommentierens von Spielen mit historischem Bezug zur Diskussion stellen. Daher laden wir Wissenschaftler:innen, Streamer:innen, Kreativschaffende und Personen aus der politischen Bildung ein, an der Tagung teilzunehmen. Abschlussarbeiten von Studierenden sind herzlich willkommen.

Mit diesem Call for Papers sind interessierte Wissenschaftler:innen aller Fachrichtungen dazu eingeladen, sich mit Formen des alltäglichen, lebensweltlich sedimentierten praktischen Umgangs mit digitalen Medien auseinanderzusetzen. Denkbar sind dabei fundierte Auseinandersetzungen mit Praktiken wie dem Kommentieren, Liken, Swipen, Zoomen, Online-Dating, dem Aufnehmen und ästhetischen Bearbeiten von Selfies, dem Studieren oder Forschen mit digitalen Medien, Spielen, 3D-Drucken, Influencen, dem Tiktoken, Prompten oder generativen Schreiben. Die spezifische Rede von Medienpraktiken adressiert dabei einerseits praxistheoretische Ansätze, die praktische mediale Umgangsformen jenseits eines Verständnisses vom Medium „als Objekt, Produkt, Text oder Institution“ erforschen (Dang-Anh et al. 2017, S. 7). Andererseits sind ebenso wissenschaftstheoretische Zugänge erwünscht, die Praktiken in allgemeiner Hinsicht als routinisierte, regelgeleitete und sozial verfasste Handlungsmuster sowie Interaktionsformen (vgl. z. B. Jaeggi 2014, S. 95-103) im Horizont von Medialität und (Post-)Digitalität verhandeln.

Digitalization of Learning Toward Diversity, Equity and Inclusion Sub-themes: • Digital instructional & assessment strategies • Global perspectives in virtual classrooms • Adaptive learning • AI enhanced learning experiences • Nurturing employability & essential skills in digital age • Lifelong learning in digital age • Faculty development for digital age • Professional development (upskill, reskill, new skill) in digital age • Democratizing/Open education for equity

The Journal of Interactive Technology and Pedagogy (JITP) seeks scholarly work for a special issue on minimalist digital humanities pedagogy. Scholars have defined minimal computing as "computing done under significant constraints of hardware, software, education, network capacity, power, or other factors." Drawing inspiration from this work, this special issue explores minimalist digital humanities pedagogy, a broad approach to teaching and learning in DH that works within significant technological, infrastructural, resource, or pedagogical restrictions, whether undertaken intentionally or as a response to circumstance.

We are honoured and pleased to announce the 29th Workshop on Aggression, which will take place on November 26-28, 2025, at Masaryk University in Brno, Czech Republic. This friendly, medium-sized conference is an annual event for all European and international researchers in the field of empirical aggression research, enabling a platform for the presentation and discussion of the newest research findings, theoretical advancements, and practical applications in aggression research. This makes the Workshop on Aggression an ideal place for scientific exchange between researchers with different theoretical and methodological backgrounds concerning aggression.

CLS was first convened in 2018 with the mission to fuel a growing movement of innovators harnessing the power of emerging technology to expand access to participatory, playful, and creative learning. It was launched as a merger between three community events with this shared vision and values: the Digital Media and Learning Conference, the Games+Learning+Society Conference, and Sandbox Summit. With a unique focus on cross-sector connections and progressive and catalytic innovation, the event brings together leading researchers, educators, and developers. The hosting and stewardship of the event has continued to evolve in tandem with the changing conditions of the global pandemic. UC Irvine’s Connected Learning Lab and MIT’s Scheller Teacher Education Program and Education Arcade were the founding hosts of the event. As we have moved online and become a more international event, we are expanding our roster of partners and hosts.

Las XXVIII Jornadas Hispánicas de la Deutscher Spanischlehrkräfteverband, (Asociación Alemana del Profesorado de Español) se celebrarán entre el 26.02.2026 y el 28.02.2026, siendo organizadas por la Universidad de Freiburg im Breisgau en colaboración con diversas instituciones universitarias como la Pädagogische Hochschule y el Freiburger Advanced Center of Education Bajo el lema UMBRALES. Polifonía, pluricentrismo y post-digitalidad, exploraremos las intersecciones entre diversidad lingüística, enseñanza del español y transformación digital. Polifonía: Voces diversas en la enseñanza, el aula y los materiales. Pluricentrismo: La valoración de la multiplicidad de normas y variedades del español. Post-digitalidad: Reflexión sobre la enseñanza en un mundo donde lo digital y lo analógico convergen. Las jornadas tendrán un carácter inter­disciplinar, pretendiendo abarcar temas que respondan a las inquietudes y necesidades educativas tanto de profesorado y estudiantes como del ámbito de la investigación. Hay 7 secciones temáticas: 1️⃣ Transformaciones en la era de la IA 2️⃣ Competencia plurilingüe y pluricultural en la era post-digital 3️⃣ Variedades del español y su enseñanza 4️⃣ Género, identidad y enseñanza de ELE 5️⃣ El español como lengua pluricéntrica 6️⃣ Artes y educación estética en la enseñanza del español 7️⃣ Perspectivas decoloniales en la enseñanza cultural hispanoamericana 8️⃣ Pluriculturalismo y diversidad ante los retos globales

Die vielfältigen Formen des Erlebens von Horror in digitalen Spielen sollen in den Beiträgen des geplanten Sammelbandes näher gefasst werden. Was ist das Spezifische dieses Erlebens, wie kann es identifiziert und von anderen Erlebnissen in digitalen Spielen und vom Horrorerleben in anderen Medien abgegrenzt werden? Ausgangspunkt des Calls ist aufgrund der fachlichen Ausrichtung des Herausgebers zunächst eine rezeptionsästhetische Sicht. Doch auch produktionsästhetische Perspektiven sind möglich, insofern sie an das Erleben des Spiels durch Spieler*innen anknüpfbar sind.

The “manosphere” refers to a heterogenous group of online communities that broadly promotes anti-feminism, misogyny, and hateful ideas about women, trans, and non-binary people. These communities attract, among other others, involuntary celibates (Incels), Men Going Their Own Way (MGTOW), pick-up artists (PUA), and Men’s Rights Activists (MRA). Although these communities are different, they share a broad ideology that women are to blame for a society in which men are victims, and that feminism is the cause of societal ills. These communities frequently endorse pseudo-science to justify male supremacy and produce hateful and violent narratives, which can lead to extremist behaviour with dangerous and fatal real-world consequences. First appearing in social media in the late 2000s-early 2010s, these groups are broadly understood to have historical roots from movements in the 1970s and 1980s. Although the numbers of individuals who frequent these online spaces are hard to determine, the communities they have come to represent have become more prominent in the mainstream due to well-publicised violent (and often tragic) actions undertaken by self-proclaimed members. Additionally, some prominent influencers, who share overlapping ideologies with the manosphere, find audiences beyond the online community in the mainstream media. This collection invites research that interrogates the causes, impact, and repercussions of this manosphere and networked misogyny. Research that engages with the following, and other, topics is welcomed: The reasons why and how men enter and exit the manosphere or similar communities What makes men vulnerable to the manosphere ideologies How these communities function and evolve, and network across online spaces The relationship between online groups and real-life violence The mechanics of radicalisation and extremism within networks of misogyny Analysis of memes, trolls, and other online tools used in such communities How influencers and public figures capitalize and cultivate the manosphere Discursive strategies used by members of the manosphere to support their ideology and ideas Overlap between the manosphere and other movements, such as the far right and white supremacy groups Mainstreaming of manosphere ideas and ideologies Counter narratives and movements (e.g., #metoo movement) Toxic narratives and ideologies in other spheres (e.g., arts, culture, politics) We welcome submissions that employ diverse methodologies and draw from a range of disciplines, including: sociology, anthropology, ethnography, gender studies, psychology, media studies, political science, among others.

We ask: What role might intercultural communicative language education play in promoting a more sustainable world for all? What might an intercultural communicative language education for a more sustainable world look like? What might be the implications for teachers and learners of moving towards intercultural communicative language education for sustainability? With these issues and questions in mind, CERCLL invites language educators to reflect on how they could re-envision what they teach and how they teach it to meaningfully address these crises with the goal of building a sustainable world for all. The organizers of ICC 2026 seek presentation proposals that focus upon these questions. Authors will be asked to choose from among the following strands: •Theoretical and conceptual approaches • Assessment • Curricula, materials, and instructional approaches • Technology • Policy and institutional initiatives • Exchanges (physical and virtual) • Service/Community-based learning • Professional learning of language educators

Each year, our networking event addresses a topic that can be understood as a key concept in the ethical and human-centred design of digital transformation. In an increasingly platform-centred digital world, the governance of platforms has become a critical tool in maintaining and expanding a democratic digital infrastructure in the EU and beyond. At the same time, these efforts are confronted with global policy challenges, as the platform landscape is rapidly transforming. DigiMeet 2025 aims to explore the latest developments in global platform governance, focusing on the underlying power dynamics, societal implications and technological advancements that shape our policy discourse. Through the lens of four subtopics, we seek to approach the focus topic from different perspectives:

This special issue of the Chinese Journal of Communication aims to expand our understanding of transnational migration in the digital age, especially as it relates to platforms, publics, and policies. It explores how digital platforms (Chinese and non-Chinese), their sociotechnical affordances, and the discourses they produce (or censor) bear upon transnational migration between China and various parts of the world, including Southeast Asia, Oceania, Africa, and Latin America, as well as North America, Europe and the rest of Asia. We are particularly interested in submissions that draw attention to the implications of digital technologies for migrant communities and the relations of power they (re)produce, user practices that work with or around digital affordances to achieve individual or collective goals, and national or supranational laws and regulations that shape digital industries and ecosystems and their impact on transnational migration.

This proposal aims to reflect on migration studies' contemporary dynamics and histories in their academic and activist practices in knowledge production in these universes. It seeks to aggregate studies that contribute to our thinking on issues relevant to research practices, their modalities, publication, feedback, collaborative processes, and activism. One of the issues that prompted us to organize this dossier, since migration studies are interdisciplinary and multidisciplinary, was the relevance of discussing the limits and openings of our methodological, theoretical, and feedback choices in knowledge production, both for interlocutors and for society as a whole. After all, to what extent can we or cannot, in a dialogue between different areas of knowledge, propose broad criteria of scientific objectivity or questions about scientificity or activism? Or even question the various forms of writing and formatting of studies. The aim is also to include studies that reflect on the ethical issues involved in producing knowledge about migrations and that present proposals for “ethical care” that encompass the different Human Sciences. Another important perspective of this dossier is to disseminate research that works with the collaborative proposal and presents negotiated forms of feedback to the groups studied and studies produced and published collectively.

Digital technologies have assumed a multifaceted role in transnational migration, especially for people who migrate to/from a highly platformized society such as China. More than 50 million people of Chinese origin are estimated to live outside China, especially in Southeast Asia, Oceania, and North America, although emigration to other parts of Asia, as well as Africa and Latin America, has also picked up. While the majority identify as Han Chinese, many ethnic minority Chinese also migrate around the world. At the same time, China hosts nearly 1.5 million immigrants. The country’s digital ecosystem creates unique opportunities and challenges for both groups. Researchers have examined the Chinese diaspora’s homeland and ethnic media use from the perspective of identity construction and political intervention. Others have looked at how Chinese emigrants employ homeland platforms, such as WeChat and Sina Weibo, as a migration infrastructure and ethno-transnational media, and how they serve as tools for digitized diasporic governance. Some scholars have also investigated the use of local and global platforms by immigrants arriving in China. Even as Chinese migrants experience racism online, Chinese platforms are not immune to exclusivist narratives targeting immigrants, either. Digital nationalism and populist discourses are important contexts in which immigrants and emigrants are represented by Chinese social media. This special issue of the Chinese Journal of Communication aims to expand our understanding of transnational migration in the digital age, especially as it relates to platforms, publics, and policies. It explores how digital platforms (Chinese and non-Chinese), their sociotechnical affordances, and the discourses they produce (or censor) bear upon transnational migration between China and various parts of the world, including Southeast Asia, Oceania, Africa, and Latin America, as well as North America, Europe and the rest of Asia. We are particularly interested in submissions that draw attention to the implications of digital technologies for migrant communities and the relations of power they (re)produce, user practices that work with or around digital affordances to achieve individual or collective goals, and national or supranational laws and regulations that shape digital industries and ecosystems and their impact on transnational migration.We invite contributions that address questions such as, but not limited to, the following: • What are the ways in which transnational migrants to/from China—or particular ethnicity-, religion-, income-, gender-, or sexuality-based groups within migrant communities—use digital technologies? • How do the sociotechnical affordances of digital devices and platforms, from interface design to algorithmic features such as filter bubbles, shape their use by transnational migrants to/from China? • How do transnational migrants to/from China deal with technological, financial, and/or linguistic barriers to communication through digital devices and platforms? • How do the business models of digital industries bear upon transnational migrant experiences to/from China? Who are its key stakeholders and intermediaries? • How does the attention economy of digital platforms influence transnational migrant experiences to/from China? How do these migrants negotiate their (in)visibility in this attention economy? • What are the discourses about transnational migration to/from China emerging in digital spaces? What are the ideological underpinnings of such discourses, and how do they impact domestic or international politics? • What are the emerging national/supranational laws and policies vis-à-vis digital platforms, and how do they impact transnational migration to/from China or migrant experiences? Who are their key stakeholders and intermediaries? • How will emerging trends in digital society, from augmented reality to the increasing use of artificial intelligence, impact transnational migration to/from China?

The Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) supports researchers who have fled their home countries by making it easier for them to join research projects and apply for funding under the Walter Benjamin Programme. The following requirements must be met in principle: The person has not been outside their home country for more than three years at the time of application and they have residential status in connection with an asylum procedure within the EU and are recognised as being at risk, or in lieu of proof of residency status, they are able to present credible third-party evidence of being at risk no more than 12 months prior to application. This way, the DFG also underlines its solidarity with researchers from Ukraine and Russia who had to flee their home country due to the current war situation triggered by the Russian attack. By integrating them swiftly in the German research system, the aim is to enable them to maintain continuity in their academic work. Die Deutsche Forschungsgemeinschaft (DFG) unterstützt aus ihrem Heimatland geflüchtete Forschende durch die Erleichterung der Mitarbeit an Forschungsprojekten und die erleichterte Antragstellung im Walter Benjamin-Programm (Option Walter Benjamin-Stelle). Voraussetzungen: - Die Person darf sich noch nicht länger als drei Jahre außerhalb ihres Heimatlandes aufhalten (Zeitpunkt der Antragstellung) und - Es muss ein aufenthaltsrechtlicher Status im Zusammenhang mit einem Asylverfahrens innerhalb der EU vorliegen, aus dem eine anerkannte Gefährdung hervorgeht oder - Statt eines aufenthaltsrechtlichen Staus muss ein glaubwürdiger Nachweis der Gefährdung von einer dritten Stelle vorgelegt werden, der nicht älter als 12 Monate alt sein darf (Zeitpunkt der Antragstellung). (Information available in German and English. The deadline is just a dummy, the grant is open at the moment)

Do you study the past? Perhaps you even do historical research and know the difference between the Internet and the Web, and even how to historically and technically explain them? Chances are this Call for Articles may be of interest to you... Are you conducting groundbreaking research in the field of Internet or web history? Do you spend hours immersed in the archives of the web? You didn't dare but would like to propose an article for a first publication... Would you like to share methodological and critical issues that demonstrate a promising work in progress? Do you want to discuss your project with advanced researchers who will be ready to help you develop your paper and support you in this first experience with friendliness and rigor? This Call is definitely for you! This call for papers is addressed to early career researchers whose research focuses on the history of the internet and/or the web, and histories of digital cultures — or any historical topic within the scope of the Internet Histories journal. We invite any interested early career researchers (masters students, doctoral students, and post-doctoral researchers) to send us an original article, between 6,000 and 8,000 words, by 1 October 2025. If the scholar has a PhD degree this must not have been awarded more than three years prior to the time of submission, exclusive of any leaves (parental, medial, etc.). Co-authored submissions will be accepted if all authors are early career researchers. In this case, the award will be evenly split between all authors. The journal embraces empirical as well as theoretical and methodological studies within the field of the history of the internet broadly conceived — from early computer networks, Usenet and Bulletin Board Systems, to everyday uses of the Internet with the web, through to the emergence of new forms of the internet with mobile phones and tablet computers, social media, and the Internet of Things. The journal is the premier outlet for cutting-edge research in the closely related area of histories of digital cultures. All selected articles will be published in a special issue of the journal Internet Histories in the second half of 2026 and also automatically be nominated for the “Internet Histories Early Career Researcher” Award, which carries a prize of 500 euros. In addition to the prize the winner will be asked to give a brief talk about the article (online or onsite). The winning article will be made free to access for one year.

The ReDICo project is pleased to announce an open call for submissions for the book series Studies in Digital Interculturality. This peer-reviewed series explores the diverse dimensions of intercultural practices and discourses within digital spaces, as well as their influence upon issues such as identities, group social cohesion and cultural change. In the series, we aim to publish thematically relevant monographs, edited volumes, dissertations and other contributions of the highest quality. A possibility also exists to publish all books as open access by the transcript Publishing House, in cooperation with the international de Gruyter Publishing House. To read the full call for submissions please see the link below.

This volume explores the largely untapped field of Rural Media Studies, focusing on the impact of digitalization beyond metropolitan centers. We aim to compile the final manuscript by *December 15, 2025*. Scope and Objectives The volume will examine the processes of digitalization and their unique influences in rural contexts, addressing the need for scholarship that moves beyond urban-focused research. Digitalization—the integration of digital technology across sectors of government, business, and society—is often examined through an urban lens, leaving the media landscapes of rural areas underexplored. This volume seeks to address this gap by establishing a *"rural turn"* within Media Studies. This shift is essential to avoid knowledge gaps and enhance decision-making across social, political, and environmental domains. Recognizing that transitioning to climate-neutral societies requires a robust understanding of media practices within rural populations, this volume encourages scholarship that moves beyond traditional urban-centric frameworks.

Sección 7 – Perspectivas decoloniales en la enseñanza de dinámicas culturales hispanoamericanas: cruzando umbrales hacia la pluralidad y la post-digitalidad. Formatos para las presentaciones (una propuesta por persona): 1: Ponencia interactiva de unos 45min (30min con 10min de discusión) 2: Taller práctico (90min) Lengua: español o alemán Es crucial que en las escuelas como lugares de socialización y formación, la enseñanza crítica y decolonial sea parte del currículo. No solo en los materiales que se utilizan sino también en la práctica docente. Es notable que haya estudiantes que llegan a su formación universitaria sin haber reflexionado sobre continuidades poscoloniales. Este hecho puede ser un indicador de la ausencia en la sociedad en general de perspectivas críticas sobre estas continuidades, o de un inadecuado tratamiento de éstas en el sistema escolar en particular. El presente panel propone crear un espacio de reflexión sobre cómo incorporar e implementar perspectivas críticas de lo poscolonial en la enseñanza de dinámicas culturales en Hispanoamérica y España, en consideración de todos los ámbitos involucrados en este proceso. Esto es considerar, junto a la enseñanza del idioma español, las transformaciones sociales de los contextos de sus hablantes y cómo éstas son abordadas y/o representadas por miembros de las respectivas comunidades. También significa considerar el contexto de aprendizaje, vale decir la escuela o centros de formación adulta, puesto que las condiciones de la poscolonialidad generan realidades también en el interior de las instituciones educacionales y se manifiestan, entre otras cosas, en los programas de enseñanza. Esta propuesta se enmarca entonces en la necesidad de cruzar umbrales epistemológicos y metodológicos para fomentar una comprensión crítica, diversa y plural que cuestione los imaginarios dominantes (Castoriadis, 2005) y dé voz a narrativas subalternas, propiciando así polifonías decoloniales. Considerando las experiencias de personas que trabajan en los distintos contextos de enseñanza, el panel busca discutir sobre perspectivas y herramientas de implementación para el fomento de una educación crítica y representativa de la pluralidad de los contextos en los que se habla la lengua. De esta manera se busca también contribuir a la necesaria transformación de currículos e inclusión de nuevas metodologías y prácticas. Se propone un abordaje interdisciplinario, que combine los aportes de la teoría poscolonial (Coronil, 2000 / Hall 2013) e interseccional (Lugones, 2008 / Mignolo, 2005 / Spivak, 2017), con un enfoque que reconoce la “mediatización profunda” (Hepp, 2020) y la continuidad entre los mundos “en línea” y “fuera de línea”, es decir, post-digitales (Knox, 2019). En este contexto es que las nuevas tecnologías y los medios pueden servir para explorar nuevas formas de enseñanza con materiales innovadores para los estudios del español, las dinámicas culturales de sus hablantes y la representación y mediatización de éstas. La interdisciplinariedad puede manifestarse también en los acercamientos metodológicos. Se invita a reflexionar sobre cómo las herramientas digitales y las plataformas de redes sociales pueden ser utilizadas para crear espacios de diálogo intercultural (López García, 2024) y de construcción colectiva de conocimiento. Se destaca la utilización del cine y otros medios audiovisuales (Troncoso Salazar, 2021) como vehículos para explorar imaginarios sobre el sur global, la diversidad de voces subalternas y su mediatización. El análisis crítico de producciones cinematográficas y series televisivas pueden reflejar realidades sociales y procesos culturales, entregando imágenes de mayor resolución, vale decir, más complejas, de las comunidades de la lengua estudiada. El panel busca entonces explorar experiencias pedagógicas que reflexionen sobre los siguientes posibles tópicos, sin limitarse a ellos: 1) Metodologías en la enseñanza del español y de estudios culturales sobre Hispanoamérica y España que incorporen una perspectiva crítica poscolonial. 2) Utilización de medios audiovisuales y digitales para explorar imaginarios emergentes subalternos. 3) Análisis crítico de sitios de redes sociales y plataformas digitales como espacios de producción cultural. 4) Desafíos y oportunidades de la post-digitalidad en la enseñanza de lenguas y culturas.