AAP logoAAP logo
Browse

Youth Empowerment

  • Apply for a Fellowship at STIAS
    Website/Application LinkSTIAS provides and maintains an independent ‘creative space for the mind’ to advance scientific inquiry and engaged scholarship across all disciplines. The Institute is global in its reach and local in its African roots, and values original thinking and innovation in this context. The Fellowship programme comprises projects which are entirely self-generated and proposed by applicants, as well as projects or programmes initiated and led by STIAS typically with select partner organisations. A prospective STIAS Fellow may apply either individually, or as part of a team, or as an Iso Lomso early career scholar, or as an artist-in-residence. The STIAS terms run from mid-January to mid-June (first semester), and from mid-July to mid-December (second semester). The Fellowship programme is guided by the Institute’s commitment to being a creative space for the mind, an inter/cross generation space as well as a cross-disciplinary space that encourages cross-pollination of ideas and hence gives preference to projects that will tap into, and benefit from, a multi-disciplinary discourse while also contributing unique perspectives to individual, collective and engaged discourses, an opportunity for a Fellow beyond self. STIAS Fellows are, except in prior agreed-to circumstances, expected to be resident at STIAS for the duration of a Fellowship in pursuit of their proposed research project.
    By: Aaron Dorner
    Wednesday, Mar 25, 2026
    AGRI-FOOD SYSTEMS
    +6
    post image
    No Preview Available
  • Beyond the Playing Field: Advancing Global Mental Health for International Student-Athletes
    Reflecting on who I am and what makes me who I am, it becomes evident that my research interests parallel my lived experiences. As a Japanese American woman raised in the United States and a former student-athlete, I grew up in spaces where perseverance was praised (and often expected), and vulnerability was often considered a weakness. Mental health was rarely discussed openly, and strength was frequently associated with self-reliance. Within athletics, performance and success often came before personal health and well-being. Over time, the intersection of these cultures contributed to my first experiences with mental health challenges and significantly molded the lens through which I view and understand health, struggle, and support in sport.  My current work focuses specifically on international student-athletes (ISAs) competing in the National Collegiate Athletic Association (NCAA). Although they represent roughly 5% of NCAA athletes, ISAs account for over 25,000 individuals who navigate the complexities of higher education, elite sport, and cultural transition. These athletes often face challenges that may include but are not limited to language barriers, pressure to perform, social isolation, and culture shock – all of which can impact mental health and overall well-being.  Given this context, my research journey has been shaped through meaningful collaboration across institutions. My first published study qualitatively explored mental health and help-seeking behaviors among NCAA Division I ISAs throughout their transition, in collaboration with my master’s advisor, Matt Hoffmann, at California State University, Fullerton. The findings underscored the prevalence of mental health stigma as a barrier to help-seeking and the importance of peer support in navigating cultural transitions. Building on this work, I recently co-authored a scoping review of ISA mental health and help-seeking with my current doctoral advisor, Dr. Leapetswe Malete, at Michigan State University, which is now in press. Currently, Dr. Malete and I are further expanding on this research by examining how support from fellow international student-athletes evolves across the phases of cultural transition and which types of support are most meaningful or missing.   Collaboration has strengthened and continues to strengthen this work in important ways as each member of our research team(s) brings their own lived experiences shaped by time spent studying, working, or living in different countries. These diverse perspectives encourage us to question assumptions and remain considerate of cultural nuance and context. In this research that focuses on international populations, cultural responsiveness must be actively addressed. Ongoing conversation allows for the design of studies that are inclusive and sensitive to the intricacies of identity and culture across various contexts. As I have been presently learning, this collaborative approach is imperative for remaining both reflective and reflexive of world perspectives, instead of a single institutional lens.   Across these projects, my colleagues and I purposefully used qualitative methods to amplify the voices of those who are often overlooked or unheard. Through in-depth, semi-structured interviews with NCAA ISAs, I aim to create a safe space for participants to share their unique stories to produce actionable research grounded in lived experiences. Many participants are highly visible on their sport’s playing field, but are frequently unheard at an institutional level. That said, this approach seeks to help bridge that gap and inform tangible changes within universities.   With the continued increase in international student migration around the world, institutions are becoming increasingly diverse and interconnected. As universities expand global partnerships, including collaborations between African institutions and U.S. universities through networks such as the Alliance for African Partnership, it becomes increasingly important to recognize how well-being is affected by cultural transition. Therefore, my research aims to advance understanding of global mental health by highlighting how migration, stigma, and culture intersect within an understudied population (i.e., ISAs). By applying a theoretical framework, this research illustrates that mental health and well-being evolve over time within transitional contexts. Interpreting these shifts allows institutions to anticipate challenges within these communities, rather than react when distress becomes visible.   While our current research has examined ISAs migrating to the U.S., its findings have practical implications for university policies and student support systems across the globe. Institutions that enroll international students may benefit from intentionally creating opportunities for connection early in the transition process. Our findings suggest that ISAs often value relationships with others who share comparable experiences. Furthermore, peer support from other international students is consistently reported as the most meaningful and helpful form of connection. By proactively facilitating these connections, institutions can shift from reactive toward preventative approaches that foster inclusive environments where not just ISAs, but all students are able to experience more consistent states of overall positive well-being.  Conducting research with ISAs, has been both rewarding and humbling. Mental health remains stigmatized in many contexts, resulting in difficulty recruiting participants and in quickly cultivating a space that feels psychologically safe enough for them to open up about personal struggles. Learning and engaging in qualitative research has constantly reminded me that my own background shapes how I interpret and interact with the participants and the data. These projects have reinforced the importance of mindfulness and reflexivity in research, and in recognizing that I inevitably play a role in how others’ lived experiences are conveyed.  While our research thus far focuses on ISAs in the U.S., cultural transition and student well-being are worldwide experiences. Looking ahead, I hope to continue expanding this work through engagement with researchers and institutions across nations, to better understand the nuances of various cultural contexts, the challenges they may bring, and their effects on wellness. Moreover, it is my hope that this research contributes to global conversations on mental health and encourages more translational research into preventive and inclusive approaches to supporting students across diverse institutional settings. 
    By: Baboki Gaolaolwe-Major
    Thursday, Mar 5, 2026
    HEALTH AND NUTRITION
    +2
    post image
  • CALL FOR PAPERS, JOURNAL OF WEST AFRICAN HISTORY
    Founding Editor-in-Chief: Nwando Achebe Editors: Saheed Aderinto, Trevor R. Getz, Toby Green, Vincent Hiribarren, Harry Nii Koney Odamtten. Book Review Editors: Mark Deets, Nana Kesse, Madina Thiam. Open call - no set deadlineThe Journal of West African History (JWAH) is a peer-reviewed, interdisciplinary research journal dedicated to publishing high-quality scholarship on West African history. Positioned at the forefront of new research, JWAH addresses representation gaps by fostering critical scholarship on topics such as women and gender, sexuality, slavery, oral history, popular and public culture, and religion. The editorial board invites submissions that engage diverse topical, theoretical, and methodological approaches. Committed to rigorous analysis and international in scope, JWAH offers a critical intervention in knowledge production. Each issue includes scholarly book reviews, and articles are published in English, French, and Portuguese, with African-language abstracts. JWAH is published by Michigan State University Press. The editorial board invites scholars to submit original article-length manuscripts (not exceeding 10,000 words including endnotes) accompanied by an abstract that summarizes the argument and significance of the work. Review essays should engage the interpretation, meaning, or importance of an author’s argument for a wider scholarly audience. See what we have available for review on our Book Reviews page. Please contact our Book Review Editors at mark.deets@aucegypt.edu, madina.thiam@nyu.edu, or nkesse@clarku.edu for more information. Manuscripts submitted to the Journal of West African History should be submitted online at https://lnkd.in/eDBDg6fX. In order to submit an article, you will have to create an account. The site will guide you through this process.
    By: Aaron Dorner
    Monday, Mar 2, 2026
    CULTURE AND SOCIETY
    +2
    fallback image
    No Preview Available
  • Universities and Society at the End of Empire and Beyond (UniSoc)
    Location United Kingdom Subject Fields Colonial and Post-Colonial History / Studies, Contemporary History, European History / Studies, Immigration & Migration History / Studies, World History / Studies Call for Papers   Universities and Society at the End of Empire and Beyond (UniSoc)   A workshop at the University of Birmingham | 23-24 June 2026     Based upon an academic partnership between the Universities of Birmingham in the UK and Leiden in the Netherlands, Universities and Society at the End of Empire and Beyond (UniSoc) uses these two global seats of learning as a starting point to examine the role of universities in the transition from colonial to postcolonial and multicultural societies over the past century. Both institutions have started to reflect critically on this legacy. Building on these initiatives, and on the emerging scholarship on universities in (post) colonial contexts, UniSoc asks how the remit and modus operandi of European universities evolved in the aftermath of empire, opening a neglected entry-point into the wider question of the interplay between the colonial past and the post-colonial present.   The field of decolonisation studies has been remarkably dynamic in the twenty-first century, structured in particular by the ‘Decolonization Seminar’ held at the Library of Congress in Washington over ten years (2005-2015), and enriched by the multiple opportunities for cross-fertilization between empirical history and the theoretical perspectives underpinning postcolonial studies. Yet, one aspect which deserves further elaboration relates to the very places where these conversations have taken place: the universities, notably in the Western world. UniSoc seeks to uncover how institutions of higher education navigated the decolonisation process, both in the former metropoles and the former colonies.   Scholarship has shown how, in the late colonial period, universities both trained students that would become colonial civil servants, as well as more and more students from the colonies – with the inequalities undergirding colonialism as a result increasingly discussed and challenged. Understanding decolonization as a process, Unisoc aims to take the work on the role of universities in the period after formal decolonization further and examine how universities also played a role in the transition towards the post-colonial order, sending their researchers to newly-independent states, embracing the development paradigm and sometimes accompanying the development of burgeoning academic life in countries that were still in the making. Whilst it was crucial at the time, this role in helping set up an academic framework – sometimes from scratch – can also be seen as a form of acculturation.   Back in the metropoles, universities were at the heart of intellectual efforts to conceptualize the new world that was emerging out of decolonisation, from global power relations to migratory patterns, and what this meant for local societies. At the same time, the student body also changed significantly, further questioning the unspoken assumptions of these institutions. Universities continue to play a key role in conversations about the future of nations that have to re-invent their place in the world, whilst facing significant change in sociological and ethnic dynamics as a direct legacy of their imperial trajectories.   The first event of this new research programme will take the shape of a workshop in Birmingham on 23 and 24 June 2026, for which paper proposals are invited. Potential contributions could include, but are not limited to, the following areas: - Universities and the training of new colonial elites - The production of knowledge in the decolonisation period - The role of higher education in thinking post-colonial societies - Universities and public discourses on race and migration - Evolutions in curricula - The trajectories of universities in (former) European colonies - Technical training and the transition from colonial to postcolonial - Student experiences - Universities and their societal context: cities, regions, networks - Universities, decolonisation and humanitarian action - Practice transmission (e.g. in Law Departments) - University collections and decolonisation - Decolonial approaches to learning and science - Ethical considerations around knowledge and universality   The workshop is committed to bringing together perspectives from the Global North and South. The initiative will also lead to a special issue in a leading journal – provisional title: Shaping the Post-Empire? Universities and Decolonisation.   Please send your paper proposals, accompanied by a short 1 page CV,  to the organisers Berny Sèbe in Birmingham (b.c.sebe [at] bham.ac.uk) and Anne-Isabelle Richard in Leiden (a.i.richard [at] hum.leidenuniv.nl) before 27 March 2026. A small number of bursaries contributing towards accommodation and travel expenses will be made available to contributors unable to secure institutional funding. Please state this in your proposal if you wish to apply for one of these bursaries.      Contact Email a.i.richard@hum.leidenuniv.nl
    By: Aaron Dorner
    Monday, Mar 2, 2026
    CULTURE AND SOCIETY
    +2
    post image
  • CFP: Seeking Chapters on African Ecofeminist Drama
    Subject Fields African American History / Studies, African History / Studies, Arabic History / Studies Ecofeminist Drama: Theatre, Performance, and Ecological Futures Seeking chapters on African theatre and plays for the edited volume Ecofeminist Drama: Theatre, Performance, and Ecological Futures, currently under review with the University of Illinois Press. Proposals are due 30 March 2026. In 1974, Françoise d’Eaubonne introduced the term ecofeminism in Le féminisme ou la mort, articulating the interwoven domination of women and nature and calling for their collective liberation from systems of patriarchal and ecological exploitation. Since its emergence, ecofeminism has evolved into a dynamic and heterogeneous field encompassing philosophical inquiry, activist praxis, and interdisciplinary scholarship. Contemporary ecofeminist thought engages pressing questions of embodiment, care, environmental justice, material interdependence, and multispecies relationality in the context of accelerating ecological crisis. Ecofeminist Drama: Theatre, Performance, and Ecological Futures seeks to extend this intellectual trajectory by examining how theatre and performance not only represent ecofeminist concerns but actively reshape and reconfigure ecofeminist theory through dramatic form, performative practice, and aesthetic experimentation. Rather than reiterating established binaries—such as nature/culture, woman/nature, or human/nonhuman—this volume foregrounds theatre’s capacity to generate new epistemologies of ecological vulnerability, ethical responsibility, and relational survival. To ensure global representation, we especially welcome chapters focused on African drama and theatre. We invite original scholarly contributions that investigate drama and performance as sites where ecofeminist thought is materially embodied, dramaturgically enacted, and politically reimagined. Particular attention will be given to chapters engaging contemporary theatre and performance and articulating how ecofeminism is transformed through theatrical aesthetics, performance politics, and formal innovation. Confirmed Contributions A sampling of the confirmed chapters includes: Shakespearean Ecofeminism – Hadley Kamminga-Peck (Western Illinois University, USA) Ecofeminist Adaptation: Carol Ann Duffy’s Everyman (2015) – Özlem Karadağ (Istanbul University, Turkey) The Ecofeminist Agenda of Modern Russian Drama – Katherine Anna New (Oriel College, Oxford University, UK) Cuts to the Bone: An Ecofeminist Analysis of Catherine Banks’ Bone Cage – Emily A. Rollie (Central Washington University, USA) Ecofeminist Dramaturgy and the Theatre of Extinction in Caryl Churchill’s Escaped Alone – Işıl Şahin Gülter (Fırat University, Turkey) Proposals should therefore avoid duplicating these topics. Indicative Themes (Not Exhaustive) We welcome contributions including, but not limited to, the following areas: Contemporary ecological and climate change theatre Posthuman and more-than-human performance practices Ecofeminism, disability, illness, and staged vulnerability Environmental justice and feminist dramaturgies Material ecocriticism and theatrical matter (bodies, objects, landscapes) Indigenous, decolonial, and Global South ecofeminist performance Queer ecofeminism and affective ecologies in theatre Care ethics, interdependence, and survival in dramatic narratives Ecofeminist adaptations and reworkings of canonical texts Performance activism and ecofeminist praxis Multispecies theatre and animal studies Ecofeminist scenography, sound design, and spatial ecologies We are particularly interested in chapters that demonstrate how theatre and performance: extend and transform ecofeminist theory; challenge anthropocentric, patriarchal, and ableist environmental imaginaries; articulate innovative models of ecological ethics, relationality, and responsibility. Submission Requirements Interested scholars should submit: A 300-word abstract clearly outlining the chapter’s central argument, primary dramatic texts or performance practices, and its contribution to ecofeminist theatre studies A 200-word biographical note A list of 5–7 keywords Five key references Abstracts should articulate a focused and original thesis and demonstrate how the proposed chapter advances ecofeminist thought through theatre and performance. Only previously unpublished work will be considered. Contributors must hold a completed PhD. The editors seek a diverse and internationally representative group of scholars from theatre and performance studies, literary studies, environmental humanities, gender studies, and related disciplines. Important Dates Abstract deadline: 30 March 2026Notification of acceptance: 15 April 2026Full chapter submission: 30 July 2026 AI Policy Contributors must adhere to the AI usage guidelines outlined in the Bloomsbury AI Policy for Authors and Illustrators (December 2025): https://www.bloomsbury.com/media/0zxgch3t/ai-policy-for-authors-and-illustrators-dec-2025.pdf For the purposes of this volume, “AI systems” include publicly accessible generative platforms (e.g., ChatGPT, Gemini, and similar tools) as well as AI-enabled grammar and editing systems. In accordance with these guidelines: Publicly accessible AI systems (free or paid) may not be used to generate, draft, rewrite, or substantially edit submitted chapters. Institutionally licensed or privately managed AI systems may be used solely for limited brainstorming or organizational assistance, not for composing substantive scholarly content. Authors remain fully responsible for the originality, intellectual integrity, and scholarly accuracy of their submissions. All accepted contributors will be required to formally attest to compliance with these policies. Submission Address Please send all materials as a single document to: 📧 Işıl ŞAHİN GÜLTERigulter@firat.edu.tr   Contact Information Işıl Şahin Gülter Contact Email igulter@firat.edu.tr
    By: Aaron Dorner
    Monday, Mar 2, 2026
    CULTURE AND SOCIETY
    +1
    fallback image
    No Preview Available
  • Herskovits Library of African Studies Research Grant
    Location Illinois, United States Subject Fields African History / Studies This travel grant was established in 2021 to facilitate and support research projects that significantly benefit from substantial onsite use of the unique, special and archival collections of the Herskovits Library. The grant is available to researchers whose projects explore new lines of inquiry, interdisciplinary and multi-layered research and contribute to the deeper understanding of the diverse peoples and countries of the African continent. Projects should emphasize the need for extensive onsite use of the library's collections.  Funding Each year we will award one or more grants, up to a total of $3,000, open to all fields of study supported by the collections of the Herskovits Library of African Studies. We reserve the right to award only a portion of the requested amount. Grants will be awarded to reimburse expenses for transportation, accommodations, and meals for one or more on-site visits to Northwestern University Libraries. For more information about the application process go to https://www.library.northwestern.edu/libraries-collections/distinctive-special-collections/herskovits-library/research-grant.html Contact Email librarygrants@northwestern.edu URL https://www.library.northwestern.edu/libraries-collections/distinctive-special-…
    By: Aaron Dorner
    Monday, Mar 2, 2026
    AGRI-FOOD SYSTEMS
    +5
    fallback image
    No Preview Available
  • EE 30 Under 30 - Nominations Open
    EE 30 Under 30 EE 30 Under 30 Class of 2026 — Nominations Now Open EE 30 Under 30 celebrates young people across the globe who are building a sustainable future through education. The EE 30 Under 30 Class of 2026 will receive global recognition, join a growing community of inspiring EE leaders, and have access to ongoing opportunities for professional development and networking.  Nominate yourself or a young leader you know by March 31. Nominate a young leader >   Applicant Webinar Register here for our 2026 Applicant Webinar on March 10 at 10:00 AM U.S. Eastern Time (find your time zone) to learn more about the program and some tips for writing a strong nomination. A recording of the webinar will be shared with all registrants. Environmental education (EE) and leadership show up in many different forms! We aim to recognize leaders with a wide range of backgrounds who are bringing new constituencies and insights to EE. We highly encourage nominees from across sectors and disciplines to apply. We welcome nominees who are: Working at any scale: local, national, regional, or global, in rural or urban contexts, just to name a few! In any position or role: community organizer, director, consultant, artist, teacher, and much more. Using education in any context: in schools, businesses, communities, church groups, networks, government, the media—you name it!  Collapse All Eligibility requirements Nominees must be 30 years old or younger (as of March 31, 2026). If you are over 30, you can still nominate someone else! Nominees can come from anywhere in the world. Nominations must be in English, but your nomination will not be judged based on your English language ability. Nominees must be using EE to address sustainability issues, build a more resilient environmental movement, and/or create healthier and more civically engaged communities. Read more about the key elements of EE here. Nominees must demonstrate some leadership in EE, but you do not need to be in a leadership position to demonstrate leadership! This can include (but is not limited to!) inspiring others to take action towards a shared vision, listening to and taking action for the needs of your community, innovating in the face of challenges, and welcoming everyone to participate and engage. For more about leadership, check out our blog "What Is a Leader?"      Video requirement: All nominees need to submit a short introduction video (90 seconds max) and provide a letter of support. Please take a close look at the application, whether you are nominating yourself or someone else, to understand these requirements.      We highly encourage you to use your own words and not rely on AI-generated content, including written responses from Chat GPT or other AI platforms. We will not consider videos that are AI-generated.  Preview the nomination form Downloadable versions of the application can be accessed below for your personal use (Note: you must submit your application through Submittable to be considered for this award):  Nominating someone else: DOCX | PDF Nominating myself: DOCX | PDF Spread the word about the EE 30 Under 30 Call for Nominations Check out our EE 30 Under 30 Promotion Toolkit for sample messaging and graphics.  About EE 30 Under 30 Since 2016, NAAEE's EE 30 Under 30 program has recognized 301 individuals from 57 countries who are making a difference through environmental education. To address today’s complex challenges, we need a wide range of perspectives, skills, and experiences. EE 30 Under 30 celebrates the unique and passionate leadership of talented young leaders around the world and gives them a professional boost to increase their impact. Each year our awardees join a growing alumni network of inspiring environmental education leaders and receive ongoing opportunities to network, grow professionally, and promote their work.  Since 2020, a number of EE 30 Under 30 alumni have been supported by the Changemaker Grants program, which provides financial and professional development support to bring new transformative ideas to life and sustain their ongoing work. The EE 30 Under 30 and Changemaker Grants programs are made possible by the Global Environmental Education Partnership (GEEP) and the Sam and Mary Lawrence Foundation. Additional support was provided by the Environmental Stewardship Fund, a fund of Tides Foundation. FAQ      Meet EE 30 Under 30 Alumni  Changemaker Grantees Questions? Reach out to ee30u30@naaee.org  Congratulations to Our 2025 EE 30 Under 30 Awardees! The North American Association for Environmental Education introduces its newest class of 30 visionary leaders under 30—rising changemakers from 21 countries who are transforming the future of environmental education.  Get inspired by the stories and insights of the rising leaders making a difference in environmental education. Read the press release The North American Association for Environmental Education (NAAEE) is thrilled to unveil its tenth class of trailblazers under age 30 who are using environmental education to create lasting impact in communities worldwide. The EE 30 Under 30 Class of 2025 range in age from 16 to 30, hail from 21 countries, and work with a wide range of audiences to tackle complex environmental and social issues in their communities. They encompass a variety of topics and approaches to EE, from teacher training and outdoor education to new technologies that address fast fashion to community-centered programs for ocean conservation and ecosystem restoration. Their collective work is reaching more than 300,000 people each year. 
    By: Aaron Dorner
    Monday, Feb 23, 2026
    AGRI-FOOD SYSTEMS
    +5
    fallback image
    No Preview Available
  • TWAS-DFG Cooperation Visits Programme - SSA
    The TWAS-DFG Cooperation Visits Programme provides postdoctoral researchers living and working in sub-Saharan Africa with the opportunity to make a three-month ‘Cooperation Visit’ to a research institute in Germany. Such visits must be undertaken within 12 months of the award. The aim of the visit is to initiate research collaboration between African and German scientists with the ultimate goal of developing longer-term links, perhaps through other Deutsche Forschungsgemeinschaft (DFG, or German Research Foundation) programmes. DFG will cover travel expenses and provide subsistence costs for the stay in Germany. The administration and financial operation of TWAS is undertaken by UNESCO in accordance with an agreement signed by the two organizations. Deadline: 15 April 2026   Eligibility Applicants need to hold a PhD obtained not earlier than 2021; however, for female applicants the year limit for the PhD can be extended by two years per child, i.e. for a woman with one child the PhD year would be 2019 or later. This exception for female applicants has a limit of three children which equals a maximum of six years. Therefore, the PhD of a female applicant with three or more children should not have been obtained before 2015. At the time of submission of the proposal applicants hold a research position at an institution located in a  sub-Saharan African country. Applicants need to have been engaged in a science system (including graduate and postgraduate training, research, teaching) for at least five years prior to a respective call in a sub-Saharan African country or MENA country. Applicants already on site in Germany are not eligible. Applicants with an established collaboration with the intended host are not eligible. Examples of established collaboration include one common publication with the host Professor; the host Professor was previously the applicant's MSc or PhD supervisor; or other types of extensive collaboration. Preparatory interactions (such as virtual meetings, including other forms of communication) prior to the planned guest visit are encouraged. Previous recipients of a TWAS-DFG Cooperation Visit cannot reapply. For a second visit, the German host can apply for funding under the DFG Initiation of International Collaboration Programme. Women scientists are especially encouraged to apply. All academic fields will be considered.  Finding a German host Please click here for useful information on how to identify the best German host in your field.TWAS and DFG cannot provide any assistance in identifying a German host. Information sheet for the host institution in Germany:https://www.dfg.de/twas_information_sheet_host_institution_germany/ Informationsblatt für die gastgebende Einrichtung in Deutschland:https://www.dfg.de/twas_infoblatt_gastgebende_einrichtung_deutschland/ Submitting your application Applicants must complete the online application form by clicking on the 'Apply now' button at the bottom of this page. While filling in the online application, applicants also need to upload the following documentation: scanned copy of your passport, even if expired (page with your name and surname); a recent invitation letter from a German host: - maximum two pages on the host institution’s letterhead paper, - it should contain the proposed time of the visit (up to 3 months) and should refer to the proposed cooperation. The results of the selection will be available in January/February 2027. Therefore, the visit can take place between February 2027 and February 2028. - It should be made evident that the applicant and the proposed host have mutually agreed on the research proposal that will be submitted; - confirmation that the necessary research facilities are available; two reference letters from senior scientists familiar with your work. The letters need to be on headed paper and signed; copy of the PhD certificate; evidence of proficiency in either English or German; supporting statement from the Head/Director of the applicant's home institute: it must confirm that the Head/Director is favourable to the application and that the applicant will be granted leave to take up the cooperation visit in Germany if awarded.   Other information TWAS-DFG Cooperation Visits do not include provisions for accompanying family members. Applications for part-time visits will be considered ineligible. Successful applicants must not take up other assignments during the period of their Cooperation Visits. DFG shall be entitled to a repayment of all or part of any funds paid to an applicant hereunder, in the event that the applicant intentionally or negligently fails to fulfil any or all of the above conditions. The applicant agrees to pay any reasonable legal and/or collection costs incurred by DFG to obtain the repayment. Please be advised that applicants may apply for only one programme per calendar year in the TWAS and OWSD portfolio. Applicants will not be eligible to visit another institution in that year under the TWAS Visiting Professor programmes. One exception: the head of an institution who invites an external scholar to share his/her expertise under the TWAS Visiting Professor programmes may still apply for another programme. Please note that a detailed research proposal should be mutually agreed between the German host and the applicant before submitting it. Contact email: exchanges@twas.orgAPPLY NOW
    By: Aaron Dorner
    Monday, Feb 23, 2026
    AGRI-FOOD SYSTEMS
    +5
    fallback image
    No Preview Available
  • Alliance for African Partnership (AAP) welcomes the largest cohort yet of African Futures Research L
    Fourteen scholars from across the AAP consortium are embarking on a year-long program focused on artificial intelligence and sustainable futures East Lansing, Michigan — Alliance for African Partnership (AAP), a consortium of ten leading African universities, Michigan State University (MSU), and a network of African research institutes, is pleased to announce the sixth cohort of the African Futures Research Leadership Program, a competitive visiting scholar initiative supporting early career researchers from AAP member institutions. This year’s cohort — the largest in the program’s history — will explore the theme Artificial Intelligence in Africa: Transdisciplinary Innovations for Sustainable Futures.  Each scholar is paired with mentors from their home institutions and MSU for one year of impactful research, professional development, including curriculum innovation, scholarly and policy writing, grant proposal development, as well as conference attendance. Scholars will engage both virtually and in person with mentors and colleagues across disciplines to co-create research that advances sustainable futures across the continent.  “This sixth cohort marks a significant turning point for the African Futures Research Leadership Program,” said Jose Jackson-Malete, co-director of the Alliance for African Partnership. “Welcoming our largest and most interdisciplinary group of scholars to date highlights both the rising demand for collaborative research leadership opportunities and the strength of our partnerships across African institutions. The focus on artificial intelligence and sustainable futures also signals how the program continues to evolve to address emerging global and continental priorities while empowering scholars to lead transformative research in their fields.”  This year’s scholars are: Patrick Wafula Wamalwa– Agricultural Engineering, Egerton University Evalyn Wanjiru Mwihia– Veterinary Pathology, Microbiology and Parasitology, Egerton University Florence Ndibuuza– Higher Education, Makerere University Evah Maina– Pharmacy and Health Sciences, United States International University – Africa Keiphe Nani Setlhatlhanyo– Industrial Design and Technology, University of Botswana Bakadzi Moeti– Educational Foundations, Faculty of Education, University of Botswana Thabang Madigoe– Business Management, University of Pretoria Sean Kruger– Economic and Management Sciences, University of Pretoria Sphiwe Skhosana– Natural and Agricultural Sciences, University of Pretoria Daurice Nyirongo– Open, Distance and eLearning (ODeL), Lilongwe University of Agriculture and Natural Resources Elhadji Bassirou Toure– Mathematics and Computer Science, Université Cheikh Anta Diop Nedson Theonest Kashaija– Water Resources Engineering, University of Dar es Salaam Fochi Amabilis Nwodo– Property Law, University of Nigeria, Nsukka Salimatou Traoré– English, Université Yambo Ouologuem of Bamako The program will begin in February 2026 with virtual collaboration, followed by an in-person residency for nine of the scholars at MSU from August through December 2026, and continued virtual engagement into early 2027. Due to new visa restrictions, five scholars will participate virtually during the entire program.  Scholars will receive a small grant for research, teaching, and professional development, including conference participation and publication support, as well as a stipend during their MSU residency along with visa and travel support.  AAP aims for this cohort to generate innovative research aligned with AI’s potential to contribute to sustainable development in Africa — from health and education to environment, culture, governance, and entrepreneurship — and to lay the groundwork for long-term academic partnerships and future funding opportunities.  For more information, visit the Alliance for African Partnership website.         This project is made possible with the philanthropic support of Carnegie Corporation of New York
    By: Justin Rabineau
    Wednesday, Feb 18, 2026
    AGRI-FOOD SYSTEMS
    +6
    post image
  • Senckenberg Global Fellowships
    Senckenberg offers fellowships to highly motivated and talented early career scientists (doctoral candidates and postdoctoral researchers) from the Global South (Ext. Link: List of countries belonging to the Global South). The fellowships are awarded for a period of three to a maximum of six months each. Our goal is to support excellent research, to expand and strengthen the worldwide cooperation network and to contribute to the global exchange of knowledge. We cordially invite you to apply for a Global Fellowship fellowship at Senckenberg. Our fellows will have access to the 41 million objects in our Senckenberg collection, to our research laboratories and research infrastructures, to our libraries, and to the expertise of our scientific staff. At Senckenberg, you will find optimal working conditions and open-minded colleagues with a broad range of scientific backgrounds in biodiversity, anthropology, geology, collection-based research, genomics, and conservation ecology. We look forward to hearing from you if you have an idea for a high-quality research project that you would like to implement together with a scientific host at Senckenberg. About the fellowship program The Global Fellowship Program addresses PhD students and postdocs from countries of the Global South (Ext. Link: List of all countries of the Global South). Regular application deadlines are March 1st (12 pm CET) and October 1st (12 pm CEST) of each year. Opening of online application submission 4 weeks before deadline. We offer fellowships for PhD students (1,600 €/month) or postdocs (2,700 €/month) for 3 months, in selected cases for up to 6 months. In addition to the stipend, we offer a one-time travel allowance (up to 1,200 €). Prerequisites Applicants from countries of the Global South will be considered. Applicants must hold a Master’s or PhD degree in one of Senckenberg’s research areas. You will contact a suitable scientist at Senckenberg, who can be your host, and together you will develop a concept for a suitable research topic, which you will spend the funded time working on at Senckenberg. This link to all Senckenberg institutes can help you find suitable hosts for your project ideas: all Senckenberg institutes. Please note that you are only eligible to receive a Senckenberg Global Fellowship if you do not receive a parallel project funding during the period of the fellowship. We would like to exclude double funding in any case. When submitting your application, please also note that it will take a maximum of 8 weeks to process your application before it is approved. After receiving approval, the fellowship must be started within 3 months. Required application documents   Letter of motivation with information on your research interests and experience (max. 1 page, in the online form). Description of your project idea (planned goals, implementation) for the research to be carried out within the framework of the fellowship, agreed upon with your host at Senckenberg. Please explain how the submitted project topic would enrich your personal range of methods and your research portfolio (especially for postdocs). Is this research topic breaking new ground? (max. 1 page, in the online form) Letter of support from your host(s) at Senckenberg, acknowledging you and your proposed work, adding to the expertise of the host group, and outlining how your stay will add value to Senckenberg as well. Please explain how the named project topic fits into the Senckenberg research landscape, how the Fellow’s project will enrich the research of your working group and the research field as a whole. Will new ground be broken or existing knowledge gaps closed? (max. 1 page – upload) Your current curriculum vitae, including a complete list of your publications (upload) Certificates of your Master’s degree and, if applicable, of your PhD (upload) Optional: further letters of recommendation (e.g. from mentors, supervisors; upload) Please note that you can only apply online via our form. Please use our form/template for the texts under 1. and 2. and fill it out carefully and completely. Please make sure that the uploaded documents are complete. If any required documents are missing, we will unfortunately not be able to consider your application. The application form can be found on the Senckenberg website: Global Fellowships | Senckenberg Nature Research during the application period.   Selection procedure A scientific selection committee will select the successful applications within approximately eight weeks after the application deadline. The selection committee is composed of renowned scientists from the Senckenberg Gesellschaft für Naturforschung. The following evaluation criteria are applied: Scientific potential to reach the aims of the proposal Scientific excellence of the proposed work Prospects of developing a follow-up project to acquire additional funds Senckenberg supports equal opportunities for all genders and places particular emphasis on promoting career opportunities for women and underrepresented groups. Qualified women and other underrepresented groups are strongly encouraged to apply. Preference will be given to equally qualified applicants with disabilities. Successful applicants and their hosts will be notified eight weeks after the application deadline. Project report A project report must be submitted within three months of completion of the project. An online form for the project report is available above. You must upload the following documents to the form: An informal, max. two-page report with the following content:a) the objective of the project (as per the application),b) the practical implementation,c) the results achieved andd) an outlook on planned publications and future plans. The text should not exceed 2 pages (excluding illustrations and diagrams).   This confirmation form, fully completed and signed: Confirmation form Contact For organizational advice, please contact the e-mail address fellowships@senckenberg.de. For professional advice and consultation, please contact your professionally suitable potential hosts. Frequently asked questions Affiliation Applicants who do not currently have a temporary affiliation at a research institution are asked to contact us at fellowships@senckenberg.de. Application deadline Please send your application before March 1st (12 pm CET) and October 1st (12 pm CEST) of each year. Collections Natural History Collections are Senckenberg’s largest and most important research infrastructure. With around 40 million counting units, they represent the largest natural history collection in Germany and probably the sixth largest worldwide. You can find more about our collections here: https://www.senckenberg.de/en/collection/. Criteria A scientific selection committee will select the successful applications within approximately eight weeks after the application deadline. The selection committee is composed of renowned scientists from the Senckenberg Gesellschaft für Naturforschung. The following evaluation criteria are applied: 1) Scientific potential to reach the aims of the proposal 2) Scientific excellence of the proposed work 3) Prospects of developing a follow-up project to acquire additional funds Equal opportunities Senckenberg supports equal opportunities for all genders and places particular emphasis on promoting career opportunities for women and underrepresented groups. Qualified women and other underrepresented groups are strongly encouraged to apply. Equally qualified applicants with disabilities are given preference. Global South The OECD maintains a list of the so-called countries of the Global South, to which we adhere. The list is available at the following link: OECD List. You can find more information on how this list is being created here: https://www.oecd.org/oda.html. Grant / Stipend Young researchers who are temporarily abroad on another, fixed-term grant are eligible to apply, provided that double funding can be ruled out. Host - support letter Letter of support from your host at Senckenberg, acknowledging you and your proposed work, complementing the expertise of the host group and explaining how your stay will also add value to Senckenberg. Please explain how the named project topic fits into the Senckenberg research landscape, how the Fellow’s project will enrich the research of your research group and the research field as a whole. Will new ground be broken or existing knowledge gaps closed? (max. 1 page – upload) Institutes see https://www.senckenberg.de/en/research/institutes-overview/ Motivation letter Description of your project idea (planned goals, implementation) for the research to be carried out within the framework of the fellowship, agreed upon with your host at Senckenberg. Please explain how the submitted project topic would enrich your personal range of methods and your research portfolio (especially for postdocs). Is this research topic breaking new ground? (max. 1 page, in the online form) Project report A project report must be submitted within three months of completion of the project. An online form for the project report is available above. You must upload the following documents to the form: An informal, max. two-page report with the following content: (a) the objective of the project (as per the application), b) the practical implementation, c) the results achieved and d) an outlook on planned publications and future plans. The text should not exceed 2 pages (excluding illustrations and diagrams). This confirmation form, fully completed and signed: Confirmation form Report see Project report Research infrastructure The research infrastructure program comprises the infrastructure units that form the indispensable basis for research and are mostly also open to external users. Some of them are operated jointly with other institutions. Our research infrastructure includes collections, libraries, databases, laboratories and research platforms. More information can be found here. Residency Young researchers with permanent residence in Germany, EU countries, North America, Australia, etc. are not eligible to apply, regardless of their nationality. Selection procedure The selection process takes approximately up to eight weeks after submission of the application. Start of the fellowship Once you have received confirmation, you must start the scholarship within three months. If you are unable to meet this deadline for reasons beyond your control, such as a long processing time for your visa in your country, please contact fellowships@senckenberg.de as soon as possible. Postponing the start date by the required amount of time is therefore only possible in exceptional cases. Further delays are not possible and will result in the loss of the scholarship. Therefore, plan carefully in advance and apply in the application round that fits your schedule. Travel allowance If the travel costs exceed 1,200 €, the difference must be intercepted in other ways. Travel expenses Please advance the cost of your journey if possible. The costs will be reimbursed up to a maximum of 1,200 € after your arrival in Germany. If this is not possible, your host will book the trip for you – please make appropriate arrangements. Visa In order to take advantage of our Fellowship in Germany, you will need some documents from Senckenberg: 1) a letter of invitation 2) a visiting scientist contract 3) a hosting agreement. In case of your sponsorship, we will be happy to help you with these documents and with all further necessary steps and official matters.
    By: Aaron Dorner
    Friday, Feb 13, 2026
    CULTURE AND SOCIETY
    +2
    fallback image
    No Preview Available
  • Call for Papers: Academic Freedom as a Practice of Democracy
    Volume 17: Academic Freedom as a Practice of Democracy At a panel during the Coalition for Action in Higher Education’s April 2025 national protest, urban and cultural studies scholar Davarian Baldwin made a rousing call for courage in the face of political and material repression in US colleges and universities: “We are the power that we have been waiting for.” Responding to this call, the 2026 volume of the AAUP’s Journal of Academic Freedom seeks to showcase work of students, educators, and activists—and of unions, scholarly associations, and other governance bodies—in fighting back against repression. The volume seeks submissions on initiatives that have been pursued, strategies that have been deployed, coalitions that have been built, and work that remains to be done in the fight for academic freedom. Submissions are due by March 9, 2026. We will consider any eligible submission relevant to the journal’s core focus on academic freedom. Topics of special interest for the volume include but are not limited to political education public outreach sanctuary campuses mutual defense compacts and other forms of coalition-building debt reveals boycott, divestment, and sanctions campaigns campus unionization protests and other forms of mass mobilization lawsuits political lobbying Check out the call for papers, submission guidelines, and editorial policy to learn more about this volume and past issues of the Journal of Academic Freedom. Questions? Reach out to jaf@aaup.org.
    By: Aaron Dorner
    Wednesday, Feb 11, 2026
    CULTURE AND SOCIETY
    +2
    poster image
  • Michigan State University and the Alliance for African Partnership Awarded $895,000 Carnegie Grant
    FOR IMMEDIATE RELEASE  Michigan State University and the Alliance for African Partnership Awarded $895,000 Carnegie Grant for REIMAGINE Project Advancing Graduate Education and AI in Africa  Michigan State University (East Lansing, Michigan) has been awarded a 36-month, $895,000 grant from the Carnegie Corporation of New York under its prestigious Higher Education in Africa program. The grant will support the Alliance for African Partnership (AAP) consortium’s efforts to advance innovative graduate education ecosystems across African universities and to develop a collaborative, transdisciplinary doctoral program focused on artificial intelligence.  The AAP REIMAGINE initiative supports forward-thinking strategies that reshape higher education for the future. Through this investment, AAP—MSU’s flagship platform for equitable and sustainable collaboration with African higher education institutions—will expand its work to strengthen graduate student environments, enhance supervisory and research cultures, and foster institutional systems that enable student success on the continent.  A key component of the project is the development of multiple Artificial Intelligence Doctoral Training Programs, designed to equip a new generation of African scholars with advanced AI expertise, research skills, and leadership capacity. The initiative will leverage MSU’s long-standing partnerships with universities across Africa, ensuring African-led direction, contextual relevance, and sustainability.  “The REIMAGINE Project is fundamentally about examining how doctoral education and research ecosystems across African universities can evolve to better support transdisciplinary scholarship in artificial intelligence,” said Dr. Jose Jackson-Malete, Co-Director of the Alliance for African Partnership and Project Lead for the Carnegie-funded REIMAGINE initiative. “This work is critically needed now. Without intentional investment in doctoral training, supervision systems, and collaborative research environments, Africa risks falling behind in shaping—and benefiting from—the rapid advances in AI that are already transforming societies and economies worldwide.”  Over the next three years, the project will:  Review and strengthen policies for graduate student mentorship, supervision, and research environments across AAP member institutions.  Support institutional innovations that promote student well-being, academic success, and professional development.  Launch a continentally grounded transdisciplinary doctoral program focused on artificial intelligence, expanding access to emerging fields that drive economic and societal transformation.  Foster deeper collaboration between MSU scholars and African research teams through joint programs, co-created curricula, and capacity-building initiatives.  Since its inception in 2016, AAP has worked across the consortium and beyond to promote equitable partnerships, research excellence, and sustainable development solutions. This new investment from Carnegie marks a pivotal milestone in scaling AAP’s impact on higher education transformation.  About the Alliance for African Partnership (AAP) AAP is a consortium convened by Michigan State University to promote collaborative, transdisciplinary partnerships among 10 member African institutions, MSU, and global stakeholders. The Alliance focuses on building capacity, supporting innovation, and advancing shared research priorities that address global challenges.  About the Carnegie Corporation of New York Founded in 1911 by Andrew Carnegie, the Carnegie Corporation of New York is one of America’s oldest philanthropic foundations focused on advancing knowledge and understanding through grants in education, strengthening U.S. Democracy, international peace and security, and higher education in Africa, supporting initiatives that promote civic engagement, reduce polarization, and foster global cooperation, continuing Carnegie's legacy of social progress. The REIMAGINE program supports bold, future-focused approaches to revitalizing higher education and strengthening global knowledge systems.   
    By: Baboki Gaolaolwe-Major
    Thursday, Jan 22, 2026
    YOUTH EMPOWERMENT
    +2
    fallback image
    No Preview Available
    • loading category
    loading