Upcoming Event

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New Voices in Decolonial Student Mobility - Dialogues Between Emerging and Established Scholars (Part IIb) (November 30, 2022)

In this two-part event, our last of the calendar year, we continue our series in which early-career scholars share their emerging work with the GC-SARA family. We are pleased to offer presentations that explore relatively under-researched home-host pairings: Middle Eastern students in Germany and African students in China. We will also engage with work on Global Citizenship Education in the context of Chinese higher education and internationalization as a discourse that shapes the self-perception of international students in Canada. We are continuing with our format of short video presentations uploaded for viewing prior to the live Q&As. 


Yaqiao Liu

Ezgi Ozyonum

Please note Part II of this event will be split into two sessions - one of November 28 and the other on November 30. Click here to see details Part IIa on November 28.

Part IIb with Yaqiao and Ezgi will live on Zoom starting at 4pm Atlantic. Find your local time here.

Please watch the videos before attending the live Q&A.

Yaqiao Liu, Ph.D. Candidate at the University of Manchester (UK)

Discussant: Dr. Jean-Blaise Samou, Associate Professor at Saint Mary's University (Halifax, Nova Scotia)

Conceptualising the relevance between the internationalization of HE in China and global citizenship education



Our globalized world, affected by ever-increasing international interactions, requires students to have a certain understanding of global flows and relations. Global citizenship education (GCE) in today’s China mainly emerges in the rationale and motivations of the implementation of the internationalization of higher education (HE). The implementation of the internationalization of HE education in China has not just initiated a process of internationalizing and reformulating Chinese HE but has also had a direct impact on GCE practices. This study aimed to develop a theoretical framework in which GCE and the internationalization of HE target, critique and possibly extend the national citizenship education in Chinese contexts. With an emphasis on HE, I identified the dimensions and initial items of the connections between GCE and the internationalization of HE through extensive literature reviewing and content analysis of education policy. The extensive literature review included both theoretical and empirical literature and showed that GCE is explicitly framed by the internationalization of HE in China, and the power imbalance in knowledge production and concomitant silencing of other narratives and knowledge is a much more critical problem in conceptualising global citizenship education. The content analysis of Chinese education policy maps the gap in the lack of conceptualisation of GCE in other cultural narratives. It was the foundation to combine the epistemological understanding of GCE with the Eastern contexts and understand how the internationalization of Chinese HE contributes to GCE. It found that the positionality of GCE in the internationalization of HE works as an extension or expansion of Chinese citizenship education to supplementary the unfulfilled contexts of citizenship education.

Ezgi Ozyonum, Ph.D. Candidate at Concordia University (Montreal)

Discussant: Dr. Amelia Dietrich, Senior Director for Research and Publications at The Forum on Education Abroad and Managing Editor of Frontiers: The Interdisciplinary Journal of Study Abroad. 

Learning About Internationalization While Learning: Self-Perceptions of International Graduate Students as Agents in A Central Canadian University



In my dissertation, I aim to document what purposes and meanings international students ascribe to studying a graduate program in Canada and how these choices, aspirations, and discourses of educational purposes reflect the influences of internationalization. The phenomenon of internationalization of higher education (IHE) is described as “the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff, and to make a meaningful contribution to society” (de Wit, Hunter, Egron-Polak, & Howard., 2015, p.281). Over the years, the phenomenon of internationalization has evolved by “adding to its depth, rationales, and end goals” (Hunter, McAllister-Grande, Proctor, and de Wit, 2022, p.53). The discourse has come across a critical turn and questioned its rationales and motivations concerning a historical context. This research contributes to this emerging discourse, which uncovers the problematic spread of internationalization as colonialism through examining the experiences and agency of international graduate students in relation to discourses and institutional practices of internationalization at a Central Canadian University. The international students learn about internationalization and what it means to be an international student through media, social discourse, formal and informal education, and lived experiences. Moving to Canada to study informs their conceptualization of internationalization. This research examines how the discourses and institutional practices of internationalization shape international graduate students’ experiences and influence their perceptions of what it means to be an international student.