The stranger that is welcomed: female foreign students from Asia, the English language industry, and the ambivalence of ‘Asia rising’ in British Columbia, Canada

Geographies of International Education: Mobilities and the Reproduction of Social (Dis)advantage

“…2010; Hopkins 2006; Kraftl 2006; Pimlott‐Wilson 2011; Waters et al. 2011); racism (Alberts and Hazen 2005; Collins 2006, 2010; Park 2010) and international/transnational migration (Baas 2006; Baláž and Williams 2004; Collins 2006; Fincher and Shaw 2009; Findlay 2010; Findlay et al. 2012, 128; Huang and Yeoh 2005; King and Ruiz‐Gelices 2003; Waters 2006a).…”

“…A number of violent attacks on Indian international students in Australian cities and Korean students in Canada over the last few years have also highlighted the vulnerability of international students and, correspondingly, the potential vulnerability of the international student market (e.g. Park 2010).…”

Postcolonial incorporation of the different Other

“…On the other , they are doing so at a time when they have hardly been able to naturalize and bind their presence within Canada or narrate or excavate their made-inCanada history. In the case of Chinese Canadians, the 'Chinese railway worker' (a figure of the past to be overcome) (Lee 1999) has scarcely been entrenched in our national imaginary as a critique of racist national development and history, and we find ourselves turning our attention to embed the figure of the immigrant professional whose attachment to elsewhere (or at least to foreign capital) is the reason he is welcomed to the country (Park 2010). Yet it is the latter model immigrant (Arat-Koc 1999;McLaren and Dyck 2004;Razack 1999aRazack , 1999bThobani 2000aThobani , 2000b who has currency to counter antiimmigrant sentiments.…”

A Colourful University Life? Transnational Higher Education and the Spatial Dimensions of Institutional Social Capital in Hong Kong

“…Alberts and Hazen, ; Sidhu, ; Altbach and Knight, ; Olds, ; Brooks and Waters, ; Findlay et al ., ), much of this work has focused on international student mobility, to the neglect of other ‘types’ of internationalisation, including TNE. There has been a great deal of interest in internationally mobile students and the implications of their experiences for issues such as racialisation (Collins, ; Abelmann, ; Park, ), class reproduction (Waters and Brooks, ; Findlay et al ., ), post‐colonialism (Madge et al ., ) and Europeanisation (King and Ruiz‐Gelices, ). To date, however, this interest has not extended to include ‘non‐mobile international students’ – those undertaking TNE programmes for whom obtaining an ‘international education’ may involve no mobility whatsoever.…”