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International students are often engaged not just in education, but in high stakes towards gaining permanent migration status. This book unpacks the consequences of this education-migration nexus, analyzing migration policies and providing a vivid picture of student-migrants' lived experiences.
This book explores questions around the meaning and significance of international student migration. Framed in relation to the mobilities – and immobilities – of international students, the book highlights various key themes emerging from the rich interdisciplinary scholarship in this area, including socio-economic diversification in mobile students, the differential value of international higher education, and citizenship and state-building projects. It also discusses the importance of considering ethics in relation to student migrants. This pioneering book will be of interest and value to scholars of student mobilities and the international student experience more widely, as well as practitioners and policy makers.
As globalisation deepens, student mobility and migration has not only impacted economy and institutions, it has also infused human desires, imaginaries, experiences and subjectivities. In Transnational Students and Mobility, Hannah Soong portrays the vexed nexus of education and migration as a site of multiple tensions and existence and examines how the notion of imagined mobility through education-migration nexus transforms the social value of international education and transnational mobility.
As globalisation deepens, student mobility and migration has not only impacted economy and institutions, it has also infused human desires, imaginaries, experiences and subjectivities. In Transnational Students and Mobility, Hannah Soong portrays the vexed nexus of education and migration as a site of multiple tensions and existence and examines how the notion of imagined mobility through education-migration nexus transforms the social value of international education and transnational mobility.
This book examines an emergent pattern of international student mobility: that of international students from across the African continent who are enrolled on degree programmes at Chinese universities. China is among the most popular destination countries for African students, yet there has been little research to-date into this emergent mobility pattern. Drawing on data from a series of interviews, the book focuses on the specific modalities of integration into the global economy of both the sending region and the host country, and examines how these shape the decision-making, experiences, and future aspirations of mobile students. It also highlights how incipient flows of international student migrants, such as those between various African countries and China, are calling into question a number of the axioms around the study of international study mobility that were developed with reference to more established migration patterns, which tend to flow from other regions to the West. These include, for example, the idea that international students are generally privileged members of the global middle class who seek an education abroad as part of a strategy to accumulate cultural capital and reproduce social privilege. This novel work is of interest to researchers in human geography, sociology, development studies, migration studies, and particularly those studying China-Africa relations.
This book focuses on the interrelationship between international student connectedness and identity from transnational and transdisciplinary perspectives. It addresses the core issues surrounding international students’ physical and virtual connectedness to people, places and communities as well as the conditions that shape their transnational connectedness and identity formation. Further, it analyses the nature, diversity and complexity of international student connectedness and identity development across different national, social and cultural boundaries.
This dissertation explores how the Mexican state came to embrace study abroad as a key piece of national education policy. The study begins with the Mexican Revolution (1910-1917) and traces the changing politics and institutional pathways of student migration through 1982. During this period, hundreds and then thousands of Mexican students hailing from the country’s middle- and upper classes chose to finish their education in the United States. The dissertation’s central argument is that this student migration shaped the process of Mexican state formation in the wake of the Revolution. Even as scholarship programs responded to the impetus to modernize, achieve development, or foment science by importing foreign knowledge, youth demand for the chance to study abroad was a key yet unrecognized factor that explains why the state supports students’ transnational ambitions. By harnessing narratives of nationalism and modernization, Mexican youth pushed the state to develop institutions that granted international scholarships.
Friends play a crucial role in international students' lives. This book explores the characteristics of the friendship networks of international doctoral students by analysing the relationships between these students and their friends, both in the country of education and across several national borders.
Whereas most of the literature on migration focuses on individuals and their families, this book studies the organizations created by immigrants to protect themselves in their receiving states. Comparing eighteen of these grassroots organizations formed across the world, from India to Colombia to Vietnam to the Congo, researchers from the United States, Belgium, France, the Netherlands, and Spain focus their studies on the internal structure and activities of these organizations as they relate to developmental initiatives. The book outlines the principal positions in the migration and development debate and discusses the concept of transnationalism as a means of resolving these controversies.
Parallel Societies of International Students in Australia explores the social and cultural spaces that international students occupy in destination countries. It specifically examines the connections they make and the significance of this parallel society in helping them become resilient, empowered and self-sufficient. It further explores the way in which international students become disconnected from the family and friends they left behind at home, as well as from local communities. Drawing on a decade worth of research into the social, cultural, real and digital spaces occupied by international students in Australia, the book also reflects on the biggest challenge humanity has faced in a hundred years; the COVID-19 global pandemic. It considers the impact that the decisions made by the Australian government and international education stakeholders in response to this evolving crisis have had on international students. ​ This book will be of interest to academics and stakeholders involved in international education and working with international students.