Canada and the Global Rush for International Students: Reifying a Neo-Imperial Order of Western Dominance in the Knowledge Economy Era

Abstract

In a global knowledge economy, western nations compete for the best knowledge workers, while positioning English language and western education as superior. Drawing from critical theories of globalization, we argue that the international education field has become a site to maintain a neo-imperial agenda concealed by a neoliberal rhetoric of progress and economic expediency. Using Canada as a case study, we critically examine the global tactics of power and governance strategies in international education policy, as they influence and shape education and immigration policy within Canada. We illustrate how the OECD positions itself for global dominance in education and (re)produces the international education field using tactics such as rescaling, the policy cycle and ‘self-responsibilizing’ students. This process creates and maintains a global market for knowledge producers and expands the soft power of western nations.

Principals’ Attitudes towards International Exchange Activities in the Context of Taiwan

“…The result reveals that most of the visiting countries for international education or exchange activities are western-dominated. Johnstone and Lee (2016) further argue that this situation has fostered the position of western countries for global dominance and economic expediency. Therefore, if students received this kind of international education, they may ultimately fail to embrace cultures from other countries marginalized in the world.…”

“…The final finding regarding the attitudes toward the negative effects of international exchange activities in my research is that the question item 'International activities focusing on a number of powerful countries may cause narrowed international outlook' also received a widely agreement among the principals. This imbalance in the selection of visiting countries has been illustrated by Johnstone and Lee (2016). Adopting Canada as a case study, they examine the governance strategies in the international education policy of Canada.…”

Hidden Voices in Transnationalism: International Post-Secondary Student Experiences of Precariousness and Belonging in Ottawa

“…International education in Canada, as a body of literature, reflects the connection that educational policies have to federal, provincial and institutional policies and practices. This sector has become a union between immigration policies and financial and educational interests at the post-secondary institutions and provinces that house international students (Johnstone & Lee, 2017;Robertson, 2011). In Ontario, this is even more evident in looking at the representation of students and the province's revenue from international tuition fees.…”

“…In academia, research on international university students has focused primarily on their mobilities (Cairns, 2015;Finn, 2017;Perkins & Neumayer, 2014;Tan & Hugo, 2017) and the integration of international students into the economy, whether through invitation into permanent residency for work or the mistreatment of students in under-the table, or irregular, revenue streams or having to work longer hours than permitted, which puts them at risk (Bhuyan, Jeyapal, Ku, Sakamoto, & Chou, 2017;Johnstone & Lee, 2017;Nyland et al, 2009). What both of these streams on international student research have in common is the need to examine more critically the varying experiences of students in the post-secondary sector that are affected by class, race and gender (Perkins & Neumayer, 2014;Sweetman & Warman, 2014;Waters, 2012).…”

“…While there are many studies that explore the lives of international post-secondary students, many of those focus on their vulnerability in the work sector and their post-graduation mobility and migration (Johnstone & Lee, 2017;Nyland et al, 2009;Perkins & Neumayer, 2014). Even in the broader discussion on international student mobility, these students are often linked with highly skilled, economic migrants or precarious migration rather than being their own independent subset (Goldring, Berinstein, & Bernhard, 2009;Waters, 2012).…”