scholarly journals International students in Canada: policies and practices for social inclusion.

2021 ◽  
Author(s):  
Courtney Rae Cox
Keyword(s):  
International Students ◽  
International Education ◽  
Social Inclusion ◽  
Legal Status ◽  
Federally Funded ◽  
Post Secondary ◽  
The Social ◽  
Canadian Immigration ◽  
Settlement Services ◽  
International Graduates

Despite federal policy changes facilitating the recruitment and retention of international students in Canada, programming at Canadian universities is uneven and has created conditions for the population’s social exclusion. Canadian immigration policy has positioned international students as a desirable cohort of prospective immigrants, due to their age, economic potential, education, and official language skills. Canada’s 2014 International Education Strategy aims to double the number of international students, retaining them as economic migrants, and later permanent residents. However, temporary legal status and limited access to federally funded settlement services positions post- secondary institutions as the population’s primary settlement service provider, compounding the barriers to successful societal integration. As such, international graduates face barriers that mirror those of traditional immigrants. Critically exploring Canadian policy and post-secondary programming relating to international students, this paper applies the social inclusion perspective to recommend policy modifications and service approaches to ensure greater inclusion of international students.

scholarly journals International students in Canada: policies and practices for social inclusion.

2021 ◽  
Author(s):  
Courtney Rae Cox
Keyword(s):  
International Students ◽  
International Education ◽  
Social Inclusion ◽  
Legal Status ◽  
Federally Funded ◽  
Post Secondary ◽  
The Social ◽  
Canadian Immigration ◽  
Settlement Services ◽  
International Graduates

Despite federal policy changes facilitating the recruitment and retention of international students in Canada, programming at Canadian universities is uneven and has created conditions for the population’s social exclusion. Canadian immigration policy has positioned international students as a desirable cohort of prospective immigrants, due to their age, economic potential, education, and official language skills. Canada’s 2014 International Education Strategy aims to double the number of international students, retaining them as economic migrants, and later permanent residents. However, temporary legal status and limited access to federally funded settlement services positions post- secondary institutions as the population’s primary settlement service provider, compounding the barriers to successful societal integration. As such, international graduates face barriers that mirror those of traditional immigrants. Critically exploring Canadian policy and post-secondary programming relating to international students, this paper applies the social inclusion perspective to recommend policy modifications and service approaches to ensure greater inclusion of international students.

scholarly journals Pride and Prejudice

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
Thuy Trang Le ◽  
Nguyen Hoang Giang Le ◽  
Hoang Vuong Tran
Keyword(s):  
Sexual Orientation ◽  
International Students ◽  
International Education ◽  
Orientation Discrimination ◽  
Pride And Prejudice ◽  
Graduate Employability ◽  
Sexual Orientation Discrimination ◽  
The Social ◽  
International Graduates ◽  
Male Heterosexual

The concept of graduate employability has gained great prominence in international education. However, there still exists a gap in sexual orientation discrimination in graduate employability among transgender and queer (TQ) international students. In our qualitative study investigating graduate employability of transgender and queer students graduating from Australian and Canadian institutions, we have interviewed 14 international graduates with transgender and queer identity regarding their perceptions of sexual orientation and recruitment discrimination at the workplaces. Utilizing intersectionality as a conceptual framework, we have studied employability-related problems that these marginalized students with their foreigner identities have experienced in the labor market. The findings will be around the social, cultural, and political impacts of Canadian and Australian working and recruitment environments on the varying extent of discrimination, namely local attitudes toward queer and transgender international graduates, the manifestation of antidiscrimination laws, and the extent to which employers value stereotypically male heterosexual personality traits.

A School Model for Developing Access to Higher Education for African American

2019 ◽  
pp. 167-189 ◽  
Author(s):  
Sheldon Lewis Eakins
Keyword(s):  
African American ◽  
School Choice ◽  
Social Inclusion ◽  
Social Inequalities ◽  
Parental Engagement ◽  
Access To Higher Education ◽  
Academic Behaviors ◽  
Post Secondary ◽  
College Going ◽  
The Social

This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.

A School Model for Developing Access to Higher Education for African American

2021 ◽  
pp. 293-315
Author(s):  
Sheldon Lewis Eakins
Keyword(s):  
African American ◽  
School Choice ◽  
Social Inclusion ◽  
Social Inequalities ◽  
Parental Engagement ◽  
Access To Higher Education ◽  
Academic Behaviors ◽  
Post Secondary ◽  
College Going ◽  
The Social

This chapter discusses the social inequalities in school choice and the racial disparities of college access. Utilizing the theories of social capital and social inclusion, the author provides a conceptual framework for developing a college-going school culture in charter schools. Through this lens, the author considers that the level of school support needs to be equitable to the varying stages of self-efficacy, academic behaviors, and post-secondary aspirations that students enter school with. The author suggests the importance of the RECIPE (rigorous curriculum, expectations, collegiality, interconnection, parental engagement, and exposure) to prepare African American students for college.

scholarly journals Reframing Internationalization

2016 ◽  
Vol 46 (2) ◽  
pp. 19-39 ◽  
Author(s):  
Kyra Garson
Keyword(s):  
International Students ◽  
International Education ◽  
Academic Outcomes ◽  
International Student ◽  
Economic Benefits ◽  
Provincial Government ◽  
Canadian Higher Education ◽  
The Social ◽  
Student Enrolment ◽  
Internationalization At Home

Canadian higher education has long been involved in international education, partnerships, and research and development projects; however, recent framing of international education as an industry generating revenues to prop up underfunded institutions is troubling. This approach is endorsed by provincial government strategies and bolstered by the federal government’s recent International Education Strategy, which promotes doubling the recruitment of international students by 2022 (Canada, 2014). While it is true that international students bring economic benefits to the institutions and communities that host them, we should also consider the challenges that this numbers game potentially presents for education. Many institutions now strive to internationalize; although this can encompass a broad range of activities, for many, the focus has been on increasing international student enrolment. This paper argues that there is a need to reframe internationalization in Canada in a way that would acknowledge the economic rationales, yet balance them with the social and academic outcomes necessary for all students to develop the knowledge, attitudes, and skills necessary for effective participation as professionals and citizens in increasingly multicultural and global contexts. For internationalization to fully reach its potential, a reframing of internationalization at home, informed by critical global citizenship education, may offer a way to realize the social and academic outcomes that would support an ethical, inclusive, and equitable approach moving forward.  

scholarly journals On international students in Canada : a review of their experiences in the academic literature and the Canadian media

2021 ◽  
Author(s):  
Sena Saidjadi
Keyword(s):  
International Students ◽  
Post Secondary Education ◽  
Tuition Fees ◽  
Knowledge Gaps ◽  
Post Secondary ◽  
Cultural Challenges ◽  
Academic Literature ◽  
Wide Range ◽  
Cultural Climate ◽  
Settlement Services

International students are considered active, rather than passive members of the Canadian society for a wide range of factors. First, it is important to note that the arrival of these individuals equip the country’s post-secondary education sector with an unprecedented amount of revenues in the form of tuition fees. Second, international students’ labour work and personal spending contribute towards Canada’s economic growth. Third, the presence of international students in Canada enriches the country’s socio-cultural climate. Unfortunately, international students encounter several challenges during their stay in Canada and struggle to have access to a set of comprehensive settlement services to enable them to smoothly adapt into their new environment. The following study is essentially a literature review that aims to fulfill two objectives. First, there will be an examination of the experiences and struggles of these students as they have so far been reported in the academic literature and the Canadian media. Second, some of the most prevalent knowledge gaps about international students that exist in the academic literature and the Canadian media will be identified and critically analyzed. Key Words: International Students, Language Barriers, Discrimination, Micro-Aggression, Socio-Cultural Challenges, Settlement Services, Knowledge Gaps.

scholarly journals On international students in Canada : a review of their experiences in the academic literature and the Canadian media

2021 ◽  
Author(s):  
Sena Saidjadi
Keyword(s):  
International Students ◽  
Post Secondary Education ◽  
Tuition Fees ◽  
Knowledge Gaps ◽  
Post Secondary ◽  
Cultural Challenges ◽  
Academic Literature ◽  
Wide Range ◽  
Cultural Climate ◽  
Settlement Services

International students are considered active, rather than passive members of the Canadian society for a wide range of factors. First, it is important to note that the arrival of these individuals equip the country’s post-secondary education sector with an unprecedented amount of revenues in the form of tuition fees. Second, international students’ labour work and personal spending contribute towards Canada’s economic growth. Third, the presence of international students in Canada enriches the country’s socio-cultural climate. Unfortunately, international students encounter several challenges during their stay in Canada and struggle to have access to a set of comprehensive settlement services to enable them to smoothly adapt into their new environment. The following study is essentially a literature review that aims to fulfill two objectives. First, there will be an examination of the experiences and struggles of these students as they have so far been reported in the academic literature and the Canadian media. Second, some of the most prevalent knowledge gaps about international students that exist in the academic literature and the Canadian media will be identified and critically analyzed. Key Words: International Students, Language Barriers, Discrimination, Micro-Aggression, Socio-Cultural Challenges, Settlement Services, Knowledge Gaps.

‘Double deficit’ and exclusion: Mediated language ideologies and international students’ multilingualism

Multilingua ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Agnes Bodis
Keyword(s):  
Social Media ◽  
International Students ◽  
Social Inclusion ◽  
English Language ◽  
Language Ideologies ◽  
Media Representation ◽  
Current Affairs ◽  
The Social ◽  
The Media ◽  
Double Deficit

AbstractInternational students studying at Australian universities are largely represented in the media as problematic speakers of English, in part due to the dominance of the monolingual mindset as an approach to language. This paper focuses instead on international students’ multilingualism and examines the multimodal media representation of them as multilingual speakers. This study presents a thematic language ideological analysis of an episode of an Australian current affairs television program, Four Corners, and social media discussion of the episode and explores the way language ideologies work in the context. It shows that multilingual practices and speakers are stigmatized through the textual and multimodal representation of languages other than English (LOTE). Findings show that the multilingualism of international students and competencies available through LOTE are largely rendered invisible and students are constructed through a ‘double deficit’ view. They are thus not seen as multilingual speakers but deficient English speakers and this deficiency indexes other deficits. Where LOTE becomes visible, it is represented as a problem. The results also show that the social media discussions further amplify the language ideologies of the episode. The implications are considered for media representation and for universities to shift the focus to English language as a medium of instruction only and end ‘language blindness’ for improved social inclusion.

scholarly journals Critical Thinking and Chinese International Students: An East-West Dialogue

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Michael W. O'Sullivan ◽  
Linyuan Guo
Keyword(s):  
Critical Thinking ◽  
International Students ◽  
International Education ◽  
Chinese International Students ◽  
Domestic Students ◽  
The West ◽  
Post Secondary ◽  
Comparative And International Education ◽  
Intellectual Traditions ◽  
Critical Skills

In the West, the teaching of critical thinking, albeit differentially defined, is seen as the core of work at a graduate level. Despite the fact that developing such critical skills is increasing as an expectation of schools in the West, the literature reflects concerns that Canadian educated students arrive at university unprepared to engage at the expected level of criticality. If this is true of domestic students, what is the situation facing those international students who were educated in intellectual traditions, such as China’s, where critical thinking, at least as understood in the West, is rarely encouraged, and often actually discouraged? Do such students arrive prepared to work at a post-secondary level that involves critical thinking? Do such students embrace or resist critical thinking when these skills are taught to them? Is teaching critical thinking to these students a legitimate scholarly pursuit or is it, in effect, a neocolonial conceit? Can the Asian notion of harmony be reconciled with the Western notion of often-times sharp engagement with ideas and debate with their classmates and instructors? The authors, one a Canadian born and raised professor of comparative and international education to Chinese students studying in Canada, the other, a Chinese scholar who recently completed her doctorate in Canada where she now teaches, engage in a dialogue on Western concepts of critical thinking and the reaction of one class of Chinese international students to this pedagogy.

scholarly journals It's all about needs: the role of Christian congregations in addressing the social exclusion barriers of seasonal agricultural workers

2021 ◽  
Author(s):  
Carissa Groot-Nibbelink
Keyword(s):  
Social Exclusion ◽  
Social Services ◽  
Social Inclusion ◽  
Service Providers ◽  
Agricultural Workers ◽  
The Social ◽  
Settlement Services ◽  
Seasonal Agricultural Workers ◽  
Christian Congregations

This paper examines the role of Christian congregations in addressing the social exclusion barriers experienced by seasonal agricultural workers (SAWs). This research study reviews the ways in which local churches support SAWs specifically in the Niagara Region. This paper also examines the benefits and limitations of this support and thus offers recommendations to enhance the future work of congregations in this area. This study reveals the evolving role of Christian congregations from offering only fellowship and spiritual services to SAWs to responding to their true needs in areas such as transportation, health care, language, and social inclusion. Because SAWs continue to face significant social exclusion barriers and still remain ineligible for settlement services in Ontario, it is important that congregations continue to do this work, meeting the needs of SAWs and growing in their ability as social service providers. Key words: seasonal agricultural workers (SAWs), congregations, Christian, the Niagara Region, social services, settlement support, social exclusion, needs

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