International students and the politics of vulnerability

Abstract

A significant about of educational research has foregrounded the challenges international students face while living learning abroad. While “challenge centric” research has been productive for highlighting the needs of international students, it has tended to reify international students as a vulnerable group in need of intervention. This approach has often downplayed international students’ agency and has not fully moved beyond the boundaries of deficit thinking. This article discusses the implications of framing international students as a vulnerable group before offering some conceptual starting points that might orient future research in more productive directions. It suggests that foregrounding the agency of international students offers a promising mode of reanimating research, and briefly discusses the methodological, conceptual, and political implications of doing so.

Academic, Social, and Financial Changes in International Students’ Lives Due to the COVID-19 Pandemic

“…This academic resilience was similar between students, regardless of their level of study. Following the argument made by Deuchar (2023), the findings are an indication of international students' agency across levels of education and an illustration that they are not a 'passive group'. From the institutional side, it was shown that teachers communicated effectively and provided adequate support, which differs from the results of Cairns et al (2021).…”

“…In addition, more critical research and consideration of critical voices are needed. Deuchar (2023) has criticized the 'challenge-centric' narrative often associated with international students. This kind of tendency, as noted by Lomer and Mittelmeier (2021) in their literature review, is evident for instance in how international students are discussed in academic settings.…”

“…This kind of tendency, as noted by Lomer and Mittelmeier (2021) in their literature review, is evident for instance in how international students are discussed in academic settings. Another line of criticism relates to separating international students' agency from their experiences and referring to the experience as something that just happens to the students (Deuchar 2023).…”