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CfP: Special Issue on “Digital Intersectionality & Marginalization in the Majority World” from Journal of Online Trust & Safety
by Sujata Mukherjee 16 Jul '25

16 Jul '25

Call for Papers from Journal on Online Trust & Safety <https://tsjournal.org/index.php/jots> for a Special Issue on Digital Intersectionality & Marginalization in the Majority World <https://tsjournal.org/index.php/jots/article/view/263> We invite original research papers from researchers based in academia, industry, civil society, or government organizations exploring trust and safety topics within the Majority World context . This special issue will also consider strong and relevant commentaries related to this topic. - Abstract Submissions Deadline: October 31, 2025 (abstracts to be submitted using this form <https://forms.gle/32TnLmGd6psyq3YP7>) - Abstract Acceptance Notification: November 30, 2025 - Full Manuscript Submissions Due: February 28, 2026 - Manuscript Review Completed: March 31, 2026 - Revised Manuscripts Due: May 15, 2026 - Final Notification: June 1, 2026 - Special Issue Publication: July 30, 2026 Guest Editors: Sujata Mukherjee, Upwork, tiamukherjee(a)gmail.com Mona Elswah, University of Exeter, m.a.i.elswah(a)exeter.ac.uk Crystal Abidin, Curtin University, crystalabidin(a)gmail.com Call for Proposals <https://tsjournal.org/index.php/jots/article/view/263/88> Submit Abstracts <https://forms.gle/32TnLmGd6psyq3YP7> While not exhaustive, topics of interest include: - Digital Marginalization and Vulnerability: Examination of how marginalized groups (e.g., women, LGBTQ+ individuals, indigenous communities) experience online harm. - Socioeconomic Inequality and Digital Divide: The impact of socioeconomic disparities on technology access and online safety. - Cultural and Linguistic Diversity Online: The role of culture and language in shaping online discourse and trust. - Government Regulation and Policy: The effectiveness of government policies and regulations in addressing online harm in the Majority World. - Tech Industry Practices and Corporate Responsibility: The role of technology companies in promoting online safety and mitigating harm in diverse global contexts. - Community-led Initiatives: The efficacy of community-based approaches to online safety and content moderation. - Intersectional Approaches: The intersection of gender, race, class, and other social identities in shaping online experiences and harms. - Emerging Technologies: The implications of AI, VR, and other emerging technologies for online safety in the Majority World. - Postcolonialism and the Digital World: How historical colonial power dynamics continue to shape digital inequality and representation. - Comparative Analysis: Cross-cultural comparisons of trust and safety issues. - Case Studies: In-depth case studies of specific online harms and their impact on individuals and communities in the Majority World. Submission Guidelines The Journal of Online Trust and Safety is an open-access publication with no submission fees, ensuring wide dissemination of research. We plan for this special issue to include: - 1 editorial introduction - 5-6 full research articles - 2-3 commentaries All submissions will undergo a rigorous double-blind peer-review process. Each submission will be reviewed by at least two reviewers. Reviewers will include the guest editors, along with additional reviewers with extensive experience in T&S-related academic and industry research. Initial Abstract Submission Guidelines: - Abstracts should be a maximum of 300 words. - Positionality Statement: Authors are required to include a positionality statement (max. 150 words) with their submission. This statement should highlight their relevant expertise or lived experience with the Global Majority that informs their research. This helps provide context for the work and supports the special issue's goals of centering diverse perspectives. - Initial Submission Standards: For the initial abstract submission, there are no specific bibliographic or formatting standards required for both article and commentary submissions. For inquiries, please contact the Guest Editors.

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New Post Transversal Design
by Jordan, Tim 16 Jul '25

16 Jul '25

Interesting post at a really fascinating programme with Professor Kit Braybrooke in Basel. Best all, Tim Call: Postdoc Lecturer, MA Transversal Design, HGK FHNW Basel It's a real pleasure to share this open call for a Postdoc Lecturer at HGK Academy of Art & Design Basel, FHNW University of Applied Sciences & Arts Northwestern Switzerland. Deadline for applications 4 Aug: https://m.refline.ch/655298/4260/pub/1/index.html 🕯️ This is an exciting and well-renumerated role for an enthusiastic self-starter who thrives in diverse, transdisciplinary settings, and has a passion for designing-otherwise across programme, community and curriculum in collaboration with creative and critical practitioners. You will be joining an eclectic and dedicated team who are building the new MA Transversal Design [1] — a research-oriented master’s programme which explores social, ecological, political, and creative processes in their complex interdependencies. We work in collaboration with Critical Media Lab [2], Hyperwerk [3] and other friends in the beautiful river city of Basel to develop critical practices for worlds in transition – from alternative media, speculative models and practices of care, to tools for solidarity and radical proposals for innovation. Guided by an expert team and internationally recognized visiting lecturers and researchers, our students are invited to design, document, rehearse, publish, hack, play, build, research, organize, and write. They learn why, how, and for whom in theory and practice, to co-organise the futures-we-need. This invites new ways of thinking about the role of design in society – by moving beyond objects, and into processes, modes of relating, questions of environmental-social justice, technology, decoloniality, and the critical infrastructures on which we collectively depend. Together, let’s design worlds otherwise. You are welcome to have a root around our Instagram and other digital trails, and get in touch if you have any questions. We look forward to meeting you in Basel 🐚 🌾🌾🌾🌾 [1] https://www.fhnw.ch/en/degree-programmes/art-and-design/master-of-arts/ma-t… [2] https://criticalmedialab.ch<https://criticalmedialab.ch/> [3] https://www.hypermagazine.ch<https://www.hypermagazine.ch/> Tim Jordan Professor of Digital Cultures, Department of UCL Arts and Sciences.

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World War and World Peace in the Age of Digital Capitalism
by Christian Fuchs 16 Jul '25

16 Jul '25

Christian Fuchs. 2025. World War and World Peace in the Age of Digital Capitalism. London: University of Westminster Press. ISBN 978-1-915445-77-3 (pbk), 978-1-915445-78-0 (pdf), 978-1-915445-79-7 (epub), 978-1-915445-80-3 (mobi). 360 pages. Published open access and as paperback More information: https://fuchsc.net/books/world-war-and-world-peace-in-the-age-of-social-med… “This is an excellent, wide-ranging account of thinking about war in the context of new forms of capitalism, providing original analysis of the global dimensions of contemporary war while reflecting on the heritage of sociological theory. It will lead to a rethinking of priorities in social theory.” — Sylvia Walby, Professor, Department of Law and Criminology, School of Law and Social Sciences, Royal Holloway, University of London This book deals with violence, world war, and world peace in global digital capitalism. It asks: How do violence and war manifest themselves in global digital capitalism? How do digital capitalism and digital technologies manifest themselves in violence and warfare? What are the prospects for world peace today? Table of Contents 1. Introduction: War, Peace and Digital Capitalism 2. On Violence 3. On Digital Violence 4. On Digital War 5. On Digital Capitalism 6. On Global Capitalism 7. On Global (Digital) Capitalism’s Political Economy: The Economic Dimension 8. On Global (Digital) Capitalism’s Political Economy: The Political and Military Dimension 9. World Peace 10. The United Nations, Human Rights, and World Peace 11. World Peace and Democratic (Digital) Socialism 12. Conclusion: World War and World Peace in the Age of Digital Capitalism Notes References Index

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New CDT Report - Content Moderation in the Global South: A Comparative Study of Four Low-Resource Languages & Public Webinar Aug 7, 2025.
by Dhanaraj Thakur 16 Jul '25

16 Jul '25

Hi everyone, Over the past 18 months, the Center for Democracy & Technology (CDT) has been studying how content moderation systems operate across multiple regions in the Global South. Our team studied four languages: Maghrebi Arabic, Kiswahili, Tamil, and Quechua. We are excited to announce the publication of a new research report, "Content Moderation in the Global South: A Comparative Study of Four Low-Resource Languages <https://cdt.org/insights/content-moderation-in-the-global-south-a-comparati…>" which compares and synthesize the insights we gained from studying the four regions and includes our recommendations for improving content moderation in low-resource languages of the Global South. We invite you to join us for a public webinar on August 7th, 2025 at 9AM ET, where we will explore key themes from the study. RSVP to attend: Interrogating content moderation systems in indigenous and low-resource languages of the Global South <https://cdt.org/event/interrogating-content-moderation-systems-in-indigenou…>. Live interpretation will be available in English, Swahili, Arabic, and Spanish. In brief our findings suggest that: - Currently, global tech companies use two main approaches to content moderation: Global and Local. Many of these “global” policies applied uniformly across regions at scale often originate from U.S. laws and norms and can ignore unique linguistic and cultural nuances. The local approach involves tailoring policies, particularly those related to cultural matters, to specific regions. This approach, despite its promise of inclusivity, sometimes poses obstacles and limitations on users trying to challenge local norms that violate their rights. - The use of global and local approaches combined with the outsourcing of content moderation for the low-resource languages can lead to ineffective moderation and pressure on human moderators working for these companies. For example, moderators from a single country are often tasked with moderating content from across their region, despite dialectical and contextual variations. - Resistance is a common phenomenon among users in the Global South. Many users across the case studies employed various tactics to circumvent and even resist against what they saw as undue moderation. This involved changing letters in the language, using emojis, uploading random content alongside material they believed would be restricted, and avoiding certain words. In other cases, users realized that the automated tools used by the platforms did not understand their indigenous language and so they simply posted in that language to avoid moderation. - Lastly, many NLP researchers and language technology experts in the Global South have developed tools and strategies to improve moderation in many low-resource languages. However, these scholars and experts often feel underutilized or unheard by tech companies You can access the full report here <https://cdt.org/insights/content-moderation-in-the-global-south-a-comparati…> for detailed insights, or read threads on Bsky <https://bsky.app/profile/cdt.org/post/3ltkdrfw6c726> and LinkedIn <https://www.linkedin.com/posts/center-for-democracy-%26-technology_over-18-…> . Join us for our public webinar and launch event–Interrogating content moderation systems in indigenous and low-resource languages of the Global South <https://cdt.org/event/interrogating-content-moderation-systems-in-indigenou…> on August 7th, and in the interim we invite you to read and share this report within your networks. We also welcome your feedback. Thanks, Dhanaraj

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Post Doc Vacancy at University of Amsterdam, Invisible Languages Project
by Paula Helm 16 Jul '25

16 Jul '25

POST DOC Vacancy at the University of Amsterdam! For our Project on “Invisible Languages on the Internet” Saurabh Khanna, Paula Helm, Katrin Schultz and Olga Eisele are inviting applications for a PostDoc (100%, 20 months). In this position, you will work together with academic faculty, international non-profits (Public Knowledge Project, Respond Crisis Translation, and Wikimedia Foundation) and local language communities; you will co-develop measures of languages’ grassroots vitality and digital presence that reflect community priorities and lived experiences. You combine methodological versatility and ethical community-engaged research, based on strong computational skills including proficiency in Python programming, experience with data pipelines, machine learning frameworks and large language models (LLMs), and creation of open-source digital resources. Check out more info and apply via this link: https://werkenbij.uva.nl/en/vacancies/postdoctoral-position-on-estimation-a… Feel free to reach out with questions! _____________________ Dr. Paula M. Helm Asst. Prof. in Empirical Ethics & Critical Data Studies Coordinator: MA Cultural Data & AI Research Fellow: Amsterdam Institute for Advanced Studies Lead: Empirical Ethics Group Co-PI: HAVA Lab University of Amsterdam Personal Profile<https://www.uva.nl/en/profile/h/e/p.m.helm/p.m.helm.html> - Publication<https://www.uva.nl/en/profile/h/e/p.m.helm/p.m.helm.html#Publications>s

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Hiring: 2 Teaching Assistants – University of Oxford
by Sandra Wachter 15 Jul '25

15 Jul '25

Hi everyone, Come & work with me, Sandra Wachter <https://www.oii.ox.ac.uk/people/profiles/sandra-wachter/>at the University of Oxford ! I am looking for 2 Teaching Assistants for my course “Internet Technologies and Regulation”. Apply now! Deadline: *4th August 2025* *Link: * https://www.oii.ox.ac.uk/people/vacancies/teaching-assistants/ If you have any questions, please don't hesitate to reach out. Sandra

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RECORDINGS – Space Summit 2025 Keynotes
by Joly MacFie 15 Jul '25

15 Jul '25

<https://isoc.live/19510> [image: isoc live] <https://isoc.live/19510>*ARCHIVE <https://archive.org/details/ipnsig-space-summit2025/> | PERMALINK <https://isoc.live/19510/>* On *Tuesday and Wednesday, July 8–9, 2025*, *ISOC.LIVE <https://isoc.live/19510>* simulcast the *Space Summit 2025 <https://www.ipnsig.org/summit2025>* keynote sessions, which featured current and former *Interplanetary Network Special Interest Group <https://www.ipnsig.org/>* (IPNSIG) chairs *Yosuke Kaneko* and* Vint Cerf*. These keynotes were part of a *larger free event <https://www.engagez.net/ipnsig2025>* produced by the IPNSIG Academy, which included networking and workshops. IPNSIG operates as the Internet Society’s Interplanetary Chapter. KEYNOTE 1: Yosuke Kaneko *YOUTUBE <https://youtu.be/G33c8UlQjxE> | AUDIO <https://archive.org/download/ipnsig-space-summit2025/ipnsig-space-summit202…> | TRANSCRIPT <https://archive.org/download/ipnsig-space-summit2025/ipnsig-space-summit202…> | SUMMARY <https://archive.org/download/ipnsig-space-summit2025/ipnsig-space-summit202…> * KEYNOTE 2: Vint Cerf and Yosuke Kaneko *YOUTUBE <https://youtu.be/RmmOi-1U2Ww> | AUDIO <https://archive.org/download/ipnsig-space-summit2025/ipnsig-space-summit202…> | TRANSCRIPT <https://archive.org/download/ipnsig-space-summit2025/ipnsig-space-summit202…> | SUMMARY <https://archive.org/download/ipnsig-space-summit2025/ipnsig-space-summit202…> * ** ISOC.LIVE is a free webcasting support service for the Internet Society Community - if you would like to become a monthly sponsor, or need support - contact support(a)isoc.live ** - -- -------------------------------------- Joly MacFie +12185659365 -------------------------------------- -

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Hiring: 6 Teaching Assistants - EU Tech Law course - Hasso Plattner Institute
by Sandra Wachter 13 Jul '25

13 Jul '25

Are you interested in the governance of emergent tech? Do you care about the societal impacts of AI? Are you interested in platform regulation and accountable technologies? Come and work with me, Sandra Wachter <https://hpi.de/en/research/research-groups/technology-and-regulation/> (HPI/Oxford) at the Hasso Plattner Institute. I am looking for 6 Teaching Assistants for my EU Tech Law course. Here is the link https://jobs.plattnerfoundation.org/HPI/job/Potsdam-Tutoren-(mwd)-f%C3%BCr-… Apply now! Deadline: 10.08.2025 If you have any questions, please don't hesitate to reach out. Sandra

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Open Access Book: Feminist Pedagogy for Teaching Online
by Enilda Romero-Hall 11 Jul '25

11 Jul '25

Athabasca University Press recently published our book as part of the Issues in Distance Education series. *Feminist Pedagogy for Teaching Online <https://www.aupress.ca/books/120334-feminist-pedagogy-for-teaching-online/>* edited by Jacquelyne Thoni Howard, Enilda Romero-Hall, Clare Daniel, Niya Bond, and Liv Newman examines the experiences that interdisciplinary and global feminist educators have had—both their successes and their challenges—in infusing feminist pedagogical tenets into their online teaching and learning practices. The book is available in multiple open access formats, and I hope you will take the opportunity to browse through the chapters and discover how this freely available resource can benefit your organization and members. *Feminist Pedagogy for Teaching Online* Instructors across higher education require inspiring and practical resources for creating, adapting to, and enhancing, online teaching and learning spaces. Faculty need to build collaborative, equitable and trusting online learning communities. This edited volume examines the experiences that interdisciplinary and global feminist educators have had—both their successes and their challenges—in infusing feminist pedagogical tenets into their online teaching and learning practices. Contributors consider how to promote connection, reflexivity, and embodiment; build equity, cooperation, and co-education; and create cultures of care in the online classroom. They also interrogate knowledge production, social inequality, and power. By (re)imagining feminist pedagogy as a much-needed tool and providing practical advice for using digital technology to enact these tenets in the classroom, this collection will empower educators and learners alike. *Jacquelyne Thoni Howard* is a professor of Practice of Data at the Connolly Alexander Institute for Data Science at Tulane University. *Enilda Romero-Hall* is associate professor in the Learning, Design, and Technology program at The University of Tennessee Knoxville. *Clare Daniel* is senior professor of practice and director of research at Newcomb Institute of Tulane University, where she teaches in the Department of Communication. *Niya Bond* is an online educator, faculty development facilitator, and PhD candidate at the University of Maine studying online teaching and learning. *Liv Newman* is administrative assistant professor and Associate Director of the Center for Engaged Learning and Teaching at Tulane University. --- Dr. Enilda Romero-Hall (*She/Her/Ella*) Associate Professor Learning Design and Technology Theory and Practice in Teacher Education Department The University of Tennessee, Knoxville https://www.enildaromero.net <https://www.enildaromero.net/> We at the University of Tennessee Knoxville live and work on land that is part of the traditional territory of the Tsalagi peoples (now Eastern Band of Cherokee Indians, Cherokee Nation of Oklahoma, and United Keetoowah Band of Cherokee Indians), Tsoyahá peoples (Yuchi, Muscogee Creek), and Shawnee peoples.

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Human-Centred Data Sciences - Assistant Professor, Teaching Stream
by Evan Light 11 Jul '25

11 Jul '25

Hey folks - be on the lookout for more postings this summer. You can keep an eye out here, too. https://ischool.utoronto.ca/about-us/jobs/ *Human-Centred Data Sciences - Assistant Professor, Teaching Stream* *Faculty of Information, University of Toronto* *Closing Date:* 09/04/2025, 11:59PM ET *Req ID:* 43238 *Job Category: *Faculty - Teaching Stream (continuing) *Faculty/Division:* Faculty of Information *Department:* Faculty of Information *Campus: *St. George (Downtown Toronto) *Description:* The Faculty of Information at the University of Toronto invites applications for a full-time teaching stream position in Human-Centred Data Sciences. The appointment will be at the rank of Assistant Professor, Teaching Stream with an anticipated start date of *July 1, 2026.* This search aligns with the University’s commitment to strategically and proactively promote diversity among our community members (Statement on Equity, Diversity & Excellence <https://governingcouncil.utoronto.ca/secretariat/policies/equity-diversity-…>). Recognizing that Black, Indigenous, and other Racialized communities have experienced inequities that have developed historically and are ongoing, we strongly welcome and encourage candidates from those communities to apply. Preference will be given to candidates who self-identify as Indigenous. Recognizing that there are a variety of terms that potential candidates may use to self-identify, the University uses the term “Indigenous” in this search, which forms part of the U of T Response to Canada’s Truth and Reconciliation Commission, to encompass the people of Turtle Island, including those who identify as First Nations, Métis, Inuk (Inuit), Alaska Native, Native American, and Native Hawaiian people. Applicants must have earned a PhD degree by the time of appointment, or shortly thereafter. Alternatively, applicants must have a Master’s degree with at least five (5) years of teaching experience. Relevant fields of study for both PhD and Master's include, but are not limited to: Information, Computer Science, Engineering, Statistical Sciences, Information Systems, Software Engineering, and Computational Social Science. Preference will be given to candidates with a PhD. Candidates must have a demonstrated record of excellence in teaching. We seek candidates whose teaching interests complement and enhance our existing departmental strengths <https://ischool.utoronto.ca/>. Candidates must have a strong technical background and the capability to teach technical and computational electives, including but not limited to courses such as INF1340H – Programming for Data Science, INF1344H – Introduction to Statistics for Data Science, INF2178H – Experimental Design for Data Science, and INF2190H – Introduction to Data Analytics. Experience teaching technical subjects such as programming, data science, machine learning, and algorithmic fairness is highly desirable. Candidates must have teaching experience in a degree-granting program, including lecture preparation and delivery, curriculum development, and development of online material/lectures. We prioritize candidates who have been sole instructors in the classroom and who have a teaching/pedagogical-centric CV. Experience as a teaching assistant is valued, but preference will be given to those with primary instructional responsibility. Additionally, candidates must possess a demonstrated commitment to excellent pedagogical inquiry and a demonstrated interest in teaching-related scholarly activities. Some priority areas for teaching and scholarship of teaching and learning (SOTL) include: * Design, creation, and management of cultural databases * Algorithmic fairness, accountability, transparency, and bias * Public interest technology * Data science pedagogy We especially welcome candidates with experience in data science tools and techniques (e.g., Python, R), database design and management, algorithmic auditing, human-centered design, and interdisciplinary research methods bridging technical, social, and ethical dimensions of data science. The successful candidate will be expected to teach at both the undergraduate and graduate levels, and in at least two of our four degree programs (Bachelor of Information, Master of Information, Master of Museum Studies, PhD). Experience with innovative teaching methods, curriculum design for inclusivity and accessibility, and a commitment to fostering equity, diversity, and inclusion in both research and teaching are essential. There is potential for the successful candidate to take up leadership of the Digital Curation Institute (DCI), particularly if their teaching and research align with cultural database management or public interest technology. This is an opportunity, not a requirement, and will be discussed further with the successful candidate. Evidence of excellence in teaching and a commitment to excellent pedagogical inquiry can be demonstrated through teaching accomplishments, awards and accolades, presentations at significant conferences, the teaching dossier submitted as part of the application (with required materials outlined below) as well as strong letters of reference. Pedagogical research, teaching awards, and/or grants related to teaching technical subjects are considered assets. Salary will be commensurate with qualifications and experience. The Faculty of Information <https://ischool.utoronto.ca/> is a research-led Faculty committed to educating the next generation of professional and academic leaders in information, who join us in transforming society through collaboration, innovation, and knowledge creation. We are guided by core values that include engagement with cultural, social, political, and ethical issues in information to benefit society; and transparency, accountability, and public responsibility. With an outstanding and award-winning faculty, our key strengths are the quality of our interdisciplinary research, the abilities of our graduate students, close ties across the university, and committed alumni. Our strategic priorities are excellence through interdisciplinarity, impact through partnerships, and equity through fostering inclusive environments. We are especially proud of the calibre, excellence, academic engagement, and diversity of our students. As part of the University of Toronto <https://www.utoronto.ca/>, the Faculty of Information offers the opportunity to teach, research, and live in one of the most diverse cities in the world. We seek candidates who have demonstrated a commitment to equity, diversity, inclusion, and the promotion of a respectful and collegial learning and working environment through their application materials. Candidates therefore must submit a statement of contributions to equity and diversity, which might cover topics such as (but not limited to): teaching or research that incorporates a focus on underrepresented communities, the development of inclusive pedagogies, or the mentoring of students from underrepresented groups. All qualified candidates are invited to apply online by clicking the link below. Applicants must submit * a cover letter; * a current curriculum vitae (CV); * a statement of contributions to equity, diversity, inclusion, and accessibility (as outlined above); and, * a complete teaching dossier which includes a teaching statement, sample syllabi and course materials, and teaching evaluations. Applicants must provide the name and contact information of three references. The University of Toronto’s recruiting tool will automatically solicit and collect letters of reference from each referee the day after an application is submitted. Applicants remain responsible for ensuring that references submit recent letters (on letterhead, dated and signed) by the closing date. At least one reference letter must primarily address the candidate’s teaching. More details on the automatic reference letter collection, including timelines, are available in the candidate FAQ <https://jobs.utoronto.ca/content/Frequently-Asked-Questions/?locale=en_US>. Submission guidelines can be found at http://uoft.me/how-to-apply <https://jobs.utoronto.ca/content/Frequently-Asked-Questions/>. Your CV and cover letter should be uploaded into the dedicated fields. Please combine additional application materials into one or two files in PDF/MS Word format. If you have any questions about this position, please contact Melissa Szopa, Administrative Coordinator, Academic at dean.ischool(a)utoronto.ca. All application materials, including recent reference letters, must be received by *Thursday, September 4, 2025.* All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. *Diversity Statement* /The University of Toronto embraces Diversity and is building a culture of belonging that increases our capacity to effectively address and serve the interests of our global community. We strongly encourage applications from Indigenous Peoples, Black and racialized persons, women, persons with disabilities, and people of diverse sexual and gender identities. We value applicants who have demonstrated a commitment to equity, diversity and inclusion and recognize that diverse perspectives, experiences, and expertise are essential to strengthening our academic mission./ As part of your application, you will be asked to complete a brief Diversity Survey. This survey is voluntary. Any information directly related to you is confidential and cannot be accessed by search committees or human resources staff. Results will be aggregated for institutional planning purposes. For more information, please see http://uoft.me/UP. *Accessibility Statement* The University strives to be an equitable and inclusive community, and proactively seeks to increase diversity among its community members. Our values regarding equity and diversity are linked with our unwavering commitment to excellence in the pursuit of our academic mission. The University is committed to the principles of the Accessibility for Ontarians with Disabilities Act (AODA). As such, we strive to make our recruitment, assessment and selection processes as accessible as possible and provide accommodations as required for applicants with disabilities. If you require any accommodations at any point during the application and hiring process, please contact uoft.careers(a)utoronto.ca. Apply Here: <https://jobs.utoronto.ca/job/Toronto-Assistant-Professor,-Teaching-Stream-H…> -- Evan Light Associate Professor, Policy Studies Coordinator, Critical Information Policy Studies Faculty of Information / iSchool University of Toronto https://ischool.utoronto.ca

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