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This article presents excerpts from an intergenerational dialogue between the photographer Robert (Bob) Crawford and his daughter, Cornell professor of English Margo Natalie Crawford.

This article considers one of the leading writer's settings, the artistic construction of intergenerational dialogue, with reference to E. Vodolazkin's novels Solovyov and Larionov, Laurus, Aviator, and Brisbane. This dialogue includes both the characters of fiction texts, representatives of different generations (contemporaries in general, young people, generations of the Soviet and pre-Soviet period, and even much older times of Russia's existence), and their readers. The first stage of the study examines the specific narrative strategies that can be attributed to E. Vodolazkin's idiostyle and which carry out intertemporal communication. It focuses on the hesitant narrator, i.e., although non-diegetic, but not quite "reliable" omniscient author; the echoing of the ego narrative of two or three leading characters; situations when the narrator's speech part merges with the consciousness of the main character, who, in turn, by virtue of the storyline, penetrates the spiritual world of his direct or conditional ancestor. The second stage of the study analyses the linguistic strategies proper for neutralising generational conflicts, which support the above narrative strategies. Such speech techniques include a variety of ways of approximating and crossing linguistic and communicative boundaries: contact repetition in the dialogue, symbolism of the character's name, the use of bilingualism (characters easily master languages, and the reader does not need footnotes), the introduction of the figure of the translator (an assistant in overcoming language barriers), the interpretation of agnonyms (obsolete and religious vocabulary, archaic forms), the use of anachronisms of various kinds (literary and cultural allusions, hidden quotations from texts unfamiliar to characters of the described era).

Dialogue in the lives of the first, second, and third generation of the Kindertransport is the focus of this essay, in which the author first highlights background factors in understanding the "narrative history" as distinct from the "factual history" of the Kindertransport. This is followed by an exploration of insights into the role that dialogue in various forms, including its absence, may have played in the pre-separation and post-separation phases of the Kindertransportees' lives. The author looks at a few general features in the dialogue of Kindertransportees with each other and then at some central themes in intergenerational dialogue between first, second, and third generations of the Kindertransport. Ultimately the text suggests that what can be learned from such dialogues might be of use to research and to those involved in the care of separated children today.

This article provides evidence and a rationale based on adaptive governance studies for why creating meaningful youth engagement should be understood in terms of intergenerational dialogue, collaboration, learning, and substantive decision-making in global environmental governance. We have centered our discussion on the International Union for the Conservation of Nature (IUCN), as the largest global conservation organization. Through an organizational ethnography approach, we have demonstrated how generational concerns within the IUCN have been framed in terms of participation, and then present the IUCN Intergenerational Partnership for Sustainability (IPS) as a case study of a grassroots movement that is focused on transforming the IUCN towards being a fully intergenerational global governance system for nature conservation. We have described the development of intergenerational thinking and action within the IUCN, and discussed intergenerational governance as being essential for addressing nature conservation challenges faced by local communities in times of increasing global uncertainty. We conclude by providing recommendations for enhancing intergenerational dialogue and building intergenerational governance structures within global conservation organizations.

"I don't think I am good enough" was more than one student's response when invited to participate in civic engagement activities or to articulate their own original scholarly ideas. The insecurities underlying comments like this one are probably much more complex when put into the context of a student's academic life and its normal expectations. Students may have heard about previous civic engagement ventures from classmates who preceded them, and admittedly, many of those students had similar reservations in previous American Democracy Project (ADP) ventures; however, the America's Future Initiative was different. This initiative aspires to engage students' critical and analytical thinking on issues related to deficits and debt, especially in the public sector; furthermore, America's Future is a call to action without a prepared script.