Extended Reading List

1. Critical perspectives on discourses about international students
2. Critical perspectives on practices with international students
3. Critical studies about international students’ experiences
4. Intersecting international students’ identities with race
5. Intersecting international students’ identities with gender
6. Intersecting identities of queer international students
7. Intersecting international students’ identities with disability
8. Intersecting international students’ identities with class
9. Intersections of decolonisation and internationalisation
10. International students and sustainability

Critical perspectives on discourses about international students

Abelmann, N., & Kang, J. (2014). A fraught exchange? US media on Chinese international undergraduates and the American university. Journal of Studies in International Education, 18(4), 382-397. https://doi.org/10.1177/1028315313479852

Allen, R., & Bista, K. (2021). Talented, yet seen with suspicion: Surveillance of international students and scholars in the United States. Journal of International Students, 12(1). https://doi.org/10.32674/jis.v12i1.3410

Castiello-Gutiérrez , S., & Li, X. (2020). We are more than your paycheck: The dehumanization of international students in the United States. Journal of International Students, 10(3), i-iv. https://doi.org/10.32674/jis.v10i3.2676

Dervin, F. (2011). A plea for change in research on intercultural discourses: A ‘liquid’ approach to the study of the acculturation of Chinese students. Journal of Multicultural Discourses, 69(1), 37-52. https://doi.org/10.1080/17447143.2010.532218

Devos, A. (2003). Academic standards, internationalisation, and the discursive construction of “the international student”. Higher Education Research & Development, 22(2), 155-166. https://doi.org/10.1080/07294360304107

Dovchin, S. (2020). The psychological damages of linguistic racism and international students in Australia. International Journal of Bilingual Education and Bilingualism, 23(7), 804-818. https://doi.org/10.1080/13670050.2020.1759504

Ford, K.S., & Cate, L. (2020). The discursive construction of international students in the USA: Prestige, diversity, and economic gain. Higher Education, 80, 1195-1211. https://doi.org/10.1007/s10734-020-00537-y

Haugh, M. (2016). Complaints and troubles talk about the English language skills of international students in Australian universities. Higher Education Research & Development, 35(4), 727-740. https://doi.org/10.1080/07294360.2015.1137878

Lomer, S. (2014). Economic objects: how policy discourse in the United Kingdom represents international students. Policy Futures in Education, 12(2), 273-285. https://doi.org/10.2304/pfie.2014.12.2.273

Mulvey, B. (2021). Pluralist internationalism, global justice and international student recruitment in the UK. Higher Education, 84, 1-16. https://doi.org/10.1007/s10734-021-00750-3

Mulvey, B. (2021). Conceptualizing the discourse of student mobility between “periphery” and “semi-periphery”: the case of Africa and China. Higher Education, 81(2), 437-451. https://doi.org/10.1007/s10734-020-00549-8

Song, X., & McCarthy, G. (2018). Governing Asian international students: The policy and practice of essentialising ‘critical thinking’. Globalisation, Societies, and Education, 16(3), 353-365. https://doi.org/10.1080/14767724.2017.1413978

Uzhegova, D., & Baik, C. (2022). Internationalisation of higher education in an uneven world: An integrated approach to internationalisation of universities in the academic periphery. Studies in Higher Education, 47(4), 847-859. https://doi.org/10.1080/03075079.2020.1811220

Yao, C.W., & George Mwangi, C.A. (2022). Yellow peril and cash cows: The social positioning of Asian international students in the USA. Higher Education. https://doi.org/10.1007/s10734-022-00814-y

Critical perspectives on practices with international students

Brooks, R., & Waters, J. (2022). Partial, hierarchical, and stratified space? Understanding ‘the international’ in studies of international student mobility. Oxford Review of Education, 48(4), 518-535. https://doi.org/10.1080/03054985.2022.2055536

Bodis, A. (2021). ‘Double deficit’ and exclusion: Mediated language ideologies and international students’ multilingualism. Multilingua, 40(3), 367-391. https://doi.org/10.1515/multi-2019-0106

Dear, L. (2018). The university as border control. International Education Journal: Comparative Perspectives, 17(1), 7-23. https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/12216

Gurney, L., & Demuro, E. (2022). Beyond coloniality and monolingualism: decolonial reflections on languages education / Mas allá de la colonialidad y el monolingüismo: reflexiones decoloniales sobre la enseñanza de lenguas. Teaching in Higher Education, 27(4), 502-511. https://doi.org/10.1080/13562517.2022.2035350

Hayes, A. (2019). “We love it because we felt we existed there in the classroom!”: International students as epistemic equals versus double-country oppression. Journal of Studies in International Education, 23(5), 554-571. https://doi.org/10.1177%2F1028315319826304

Lomer, S., & Anthony-Okeke, L. (2019). Ethically engaging international students: Student generated material in an active blended learning model. Teaching in Higher Education, 24(5), 613–632. https://doi.org/10.1080/13562517.2019.1617264

Marginson, S. (2012). Including the other: Regulation of the human rights of mobile students in a nation-bound world. Higher Education, 63(4), 497-512. https://doi.org/10.1007/s10734-011-9454-7

Ploner, J. (2018). International students’ transitions to UK higher education – Revisiting the concept and practice of academic hospitality. Journal of Research in International Education, 17(2), 164-178. https://doi.org/10.1177/1475240918786690

Tangney, S. (2018). The development of a reflective tool for internationalisation of the curriculum. Innovations in Education and Teaching International, 55(6), 640-649. https://doi.org/10.1080/14703297.2017.1386118

Wang, S., Moskal, M., & Schweisfurth, M. (2020). The social practice of silence in intercultural classrooms at a UK university. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2020.1798215

Yang, P. (2019). Toward a framework for (re)thinking the ethics and politics of international student mobility. Journal of Studies in International Education. https://doi.org/10.1177/1028315319889891

Critical studies about international students’ experiences

Bond, B. (2019) International students: language, culture and the ‘performance of identity’, Teaching in Higher Education, 24:5, 649-665. https://doi.org/10.1080/13562517.2019.1593129

Donnelly, M., & Gamsu, S. (2018). Regional structures of feeling? A spatially and socially differentiated analysis of UK student im/mobility. British Journal of Sociology of Education, 39(7), 961-981. https://doi.org/10.1080/01425692.2018.1426442

Coffey, J., Cook, J., Farrugia, D., Threadgold, S., & Burke, P. J. (2021). Intersecting marginalities: international students’ struggles for “survival” in Covid-19. Gender, Work & Organization, 28(4), 1337–1351. https://doi.org/10.1111/gwao.12610

Elliot, D.L., Reid, K., & Baumfield, V. (2016). Beyond the amusement, puzzlement, and challenges: An enquiry into international students’ academic acculturation. Studies in Higher Education, 41(12), 2198-2217. https://doi.org/10.1080/03075079.2015.1029903

Guo, Y., & Guo, S. (2017). Internationalization of Canadian higher education: Discrepancies between policies and international student experiences. Studies in Higher Education, 42(5), 851-868. https://doi.org/10.1080/03075079.2017.1293874

Hayes, A. (2018). Nation boundedness and international students’ marginalisation: What’s emotion got to do with it? International Studies in Sociology of Education, 27(2-3), 288–306. https://doi.org/10.1080/09620214.2018.1453305

Heng, T.T. (2019). Understanding the heterogeneity of international students experiences: A case study of international students in U.S. universities. Journal of Studies in International Education, 23(5), 607-623. https://doi.org/10.1177/1028315319829880

Heng, T. T. (2017). Voices of Chinese international students in USA colleges: ‘I want to tell them that … ’. Studies in Higher Education, 42(5), 833-850. https://doi.org/10.1080/03075079.2017.1293873

Hoang, A.P. & Jordan, L.P. (2019). Internationalisation and intersectionality in Hong Kong university student life: An exploratory study of social exclusion, Multicultural Education Review, 11(2), 114-134. httsp://doi.org/10.1080/2005615X.2019.1615247

Kudo, K. (2016). Social representation of intercultural exchange in an international university. Discourse: Studies in the Cultural Politics of Education, 37(2), 256-268. https://doi.org/10.1080/01596306.2015.1014881

Lee, J. & Rice, C. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381-409. https://doi.org/10.1007/s10734-005-4508-3

Nada, C.I. & Araùjo, H.C. (2018). Migration and education: A narrative approach to the experience of foreign students in Portugal. London Review of Education, 16(2), 308-324. https://eric.ed.gov/?id=EJ1185902

O’Connor, S. (2020). The intersectional geographies of international students in Ireland: connecting spaces of encounter and belonging, Gender, Place & Culture, 27(10), 1460-1480, https://doi.org/10.1080/0966369X.2019.1693342

Ploner, J. (2017). Resilience, moorings and international student mobilities – Exploring biographical narratives of social science students in the UK, Mobilities, 12(3), 425-444, https://doi.org/10.1080/17450101.2015.1087761

Tran, L.T., & Vu, T.T.P. (2017). ‘Responsibility in mobility’: International students and social responsibility. Globalisation, Societies, and Education, 15(5), 561-575. https://doi.org/10.1080/14767724.2016.1195729

Tran, L. T (2016). ‘Mobility as becoming’: A Bourdieuian analysis of the factors shaping international student mobility. British Journal of Sociology of Education, 37(8), 1268-1289. https://doi.org/10.1080/01425692.2015.1044070

Yu, Y. (2020). From universities to Christian churches: Agency in the intercultural engagement of non-Christian Chinese students in the UK. Higher Education, 80, 197-213. https://doi.org/10.1007/s10734-019-00474-5

Intersecting international students’ identities with race

Bardhan, N., & Zhang, B. (2017). A post/decolonial view of race and identity through the narratives of U.S. international students from the Global South. Communication Quarterly, 65(3), 285–306. https://doi.org/10.1080/01463373.2016.1237981 

Boafo-Arthur, S. (2014). Acculturative experiences of Black-African international students. International Journal of Advanced Counseling, 36(1), 115–124. https://doi.org/10.1007/s10447-013-9194-8.

Buckner, E., Lumb, P., Jafarova, Z., Kang, P., Marroquin, A., & Zhang, Y. (2021). Diversity without race: how university internationalization strategies discuss international students. Journal of International Students, 11, 32–49. https://doi.org/10.32674/jis.v11iS1.3842

Fries-Britt, S., George Mwangi, C.A., & Peralta, A.M.  (2014). Learning race in the U.S. context: Perceptions of race among foreign-born students of color. Journal of Diversity in Higher Education, 7(1), 1–13. https://doi.org/10.1037/a0035636

George Mwangi, C.A., Changamire, N. & Mosselson, J. (2018). An intersectional understanding of African international graduate students’ experiences in U.S higher education. Journal of Diversity in Higher Education, 12(1), 1-14. https://doi.org/10.1037/dhe0000076

George Mwangi, C.A., & English, S. (2017). Being Black (and) immigrant students: when race, ethnicity, and nativity collide. International Journal of Multicultural Education, 19(2), 100–130. https://doi.org/10.18251/ijme.v19i2.1317

Houshmand, S., Spanierman, L. B., & Tafarodi, R. W. (2014). Excluded and avoided: Racial microaggressions targeting Asian international students in Canada. Cultural Diversity and Ethnic Minority Psychology, 20(3), 377. https://doi.org/10.1037/a0035404

Koo, K. K., Yao, C. W., & Gong, H. J. (2021). “It is not my fault”: Exploring experiences and perceptions of racism among international students of color during Covid-19. Journal of Diversity in Higher Education, 790-811. https://doi.org/10.1037/dhe0000343

Madriaga, M., & McCaig, C. (2019). How international students of colour become Black: A story of whiteness in English higher education. Teaching in Higher Education. https://doi.org/10.1080/13562517.2019.1696300 

Nam, B. H., Marshall, R. C., Tian, X., & Jiang, X. (2021). “Why universities need to actively combat Sinophobia”: racially-traumatic experiences of Chinese international students in the United States during COVID-19. British Journal of Guidance & Counselling, 1-15. https://doi.org/10.1080/03069885.2021.1965957

Ramia, G. (2021). Crises in international education, and government responses: A comparative analysis of racial discrimination and violence towards international students. Higher Education, 82, 599-613. https://doi.org/10.1007/s10734-021-00684-w

Yu, J. (2022). “I Don’t Think It Can Solve Any Problems”: Chinese International Students’ Perceptions of Racial Justice Movements During COVID-19. Journal of Diversity in Higher Education. https://doi.org/10.1037/dhe0000457

Intersecting international students’ identities with gender

Al-Qahtani, H., Carroll, V., & Pfeffer, K. (2022). Parenting, resilience, and adaptation among female international students from Saudi Arabia and their families. Journal of Family Studies, 28(2), 422-437. https://doi.org/10.1080/13229400.2020.1715820

Brooks, R. (2015). International students with dependent children: The reproduction of gender norms, British Journal of Sociology of Education, 36(2), 195-214. https://doi.org/10.1080/01425692.2013.820128

Forbes-Mewett, H., & McCulloch, J. (2015). International students and gender-based violence. Violence Against Women, 22(3), 344-365. https://doi.org/10.1177/1077801215602344

Lin, Y., & Kingminghae, W. (2017). Intimate relationships and mobility intentions of Thai international students in Chinese universities: A gendered analysis. Population, Space, and Place, 24(5), e2120. https://doi.org/10.1002/psp.2120

Lobnibe, J. Y. (2013). Different worlds, mutual expectations: African graduate student mothers and the burden of U.S. higher education.” Journal of Education and Learning, 2(2), 201–209. https://doi.org/10.5539/jel.v2n2p201

Martin, F. (2017). Mobile self-fashioning and gendered risk: Rethinking Chinese students’ motivations for overseas education. Globalisation, Societies, & Education, 15(5), 706-720. https://doi.org/10.1080/14767724.2016.1264291

Moskal, M. (2020). Gendered differences in international graduates’ mobility, identity, and career development. Social & Cultural Geography, 21(3), 421-440. https://doi.org/10.1080/14649365.2018.1499039

Song, J. (2020). Contesting and negotiating othering from within: A Saudi Arabian female student’s gendered experiences in the U.S. Journal of Language, Identity, & Education, 19(3), 149-162. https://doi.org/10.1080/15348458.2019.1654386

Sondhi, G., & King, R. (2017). Gendering international student migration: An Indian case study. Journal of Ethnic and Migration Studies, 43(8), 1308-1324. https://doi.org/10.1080/1369183X.2017.1300288

Strong, K., Walker, S., Wallace, D., Sriprakash, A., Tikly, L., & Soudien, C. (2022). Learning from the movement for Black lives: Horizons of racial justice for comparative and international education. Comparative Education Review. https://doi.org/10.1086/722487

Zhang, S., & Xu, C.L. (2020). The making of transnational distinction: An embodied cultural capital perspective on Chinese women students’ mobility. British Journal of Sociology of Education, 41(8), 1251-1267. https://doi.org/10.1080/01425692.2020.1804836

Intersecting identities of queer international students

* We note this is an area that is in particular need of additional research and welcome additions here.

Hagen, J. (2022). Queer feminist interruptions to internationalising UK higher education. British Educational Research Journal. https://doi.org/10.1002/berj.3805

Nguyen, H., Grafsky, E., & Lambert-Shute, J. (2017). The experiences of lesbian, gay, bisexual, and queer international students. Journal of Underrepresented & Minority Progress, 1(1), 80–94. https://doi.org/10.32674/jump.v1i1.39

Intersecting international students’ identities with disability

* We note this is an area that is in particular need of additional research and welcome additions here.

McLean, P., Heagney, H. and Gardner, K. (2003). Going global: the implications for students with a disability. Higher Education Research & Development, 22(2), 217-228. https://doi.org/10.1080/07294360304109

Olave-Encina, K. (2022). Experiences of an international student with a visual disability making sense of assessment and feedback. International Journal of Inclusive Education, 26(5), 466-479. https://doi.org/10.1080/13603116.2019.1698063

Soorenian, A. (2013). Disabled international students in British higher education. Sense Publishers. https://link.springer.com/book/10.1007/978-94-6209-413-0

Soorenian, A. (2013). Housing and transport: Access issues for disabled international students in British universities. Disability & Society, 28(8), 1118-1131. https://doi.org/10.1080/09687599.2012.758033

Intersecting international students’ identities with class

* We note this is an area that is in particular need of additional research and welcome additions here.

Gayton, A. M. (2019). Exploring the widening participation-internationalisation nexus: Evidence from current theory and practice Journal of Further and Higher Education. https://doi.org/10.1080/0309877X.2019.1678014 

Kim, Y. (2022). Classed education trajectories and intimate partnering of international students: A case of Chinese international undergraduate students in the United States. Journal of Ethnic and Migration Studies. https://doi.org/10.1080/1369183X.2020.1828841

Olenina, A., Bamberger, A., & Mun, O. (2021). Classed and gendered internationalisation of research and knowledge production: A critical analysis of international doctoral students in the UK (1998-2016). International Studies in Sociology of Education. https://doi.org/10.1080/09620214.2021.2008266

Muñoz-García. A.L. (2020). Outing class in the process of internationalisation. Discourse: Studies in the Cultural Politics of Education, 42(1), 102-113. https://doi.org/10.1080/01596306.2020.1855566

Raghuram, P., Roos Breines, M., & Gunter, A. (2020). Beyond #FeesMustFall: International students, fees, and everyday agency in the era of decolonisation. Geoforum, 109, 95-105. https://doi.org/10.1016/j.geoforum.2020.01.002

Waters, J. L. (2012). Geographies of international education: Mobilities and the reproduction of social (dis)advantage. Geography Compass, 6(3), 123-136. https://doi.org/10.1111/j.1749-8198.2011.00473.x

Xu, C.L. (2020). Time, class, and privilege in career imagination: Exploring study-to-work transition of Chinese international students UK universities through a Bourdieusian lens. Time & Society, 30(1), 5-29. https://doi.org/10.1177/0961463X2095133

Intersections of decolonisation and internationalisation

Andreotti, V.O. (2011). (Towards) decoloniality and diversality in global citizenship education. Globalisation, Societies, and Education, 9(3–4), 381–397. https://doi.org/10.1080/14767724.2011.605323 

De Lissovoy, N. (2010). Decolonial pedagogy and the ethics of the global. Discourse: Studies in the Cultural Politics of Education, 31(3), 279-293. https://doi.org/10.1080/01596301003786886

Gyamera, G.O., & Burke, P.J. (2018). Neoliberalism and curriculum in higher education: A post-colonial analysis. Teaching in Higher Education, 23(4), 450-467. https://doi.org/10.1080/13562517.2017.1414782

Jazeel, T. (2011). Spatializing difference beyond cosmopolitanism: Rethinking planetary futures. Theory, Culture & Society, 28(5), 75-97. https://doi.org/10.1177/0263276411410447

Joseph, C. (2008). Difference, subjectivities, and power: (De)colonizing practices in internationalizing the curriculum. Intercultural Education, 19(1), 29-39. https://doi.org/10.1080/14675980701852350

le Grange, L. (2018). Decolonising, Africanising, indigenising, and internationalising curriculum studies: Opportunities to (re)imagine the field. Journal of Education, 74, 1–18. https://doi.org/10.17159/2520-9868/i74a01 

Moosavi, L. (2020). “Can East Asian students think?”: Orientalism, critical thinking, and the decolonial project. Education Sciences, 10(10). https://doi.org/10.3390/educsci10100286

Stein, S. (2017). The persistent challenges of addressing epistemic dominance in higher education: Considering the case of curriculum internationalization. Comparative Education Review, 61(S1), 25-50. https://doi.org/10.1086/690456

Udah, H. (2021). Coloniality of power and international students experience: What are the ethical responsibilities of social work and human service educators? Ethics and Social Welfare, 15(1), 84–99. https://doi.org/10.1080/17496535.2021.1880612

International students and sustainability

Davies, J. C., & Dunk, R. M. (2015). Flying along the supply chain: Accounting for emissions from student air travel in the higher education sector. Carbon Management, 6(5–6), 233–246. https://doi.org/10.1080/17583004.2016.1151503

Ilieva, R., Beck, K., & Waterstone, B. (2014). Towards sustainable internationalisation of higher education. Higher Education, 68, 875–889. https://doi.org/10.1007/s10734-014-9749-6

Nikula, P., Fusek, A., & van Gaalen, A. (2022). Internationalisation of higher education and climate change: A cognitive dissonance perspective. Journal of Studies in International Education. https://doi.org/10.1177/10283153221145082

Shields, R. (2019). The sustainability of international higher education: Student mobility and global climate change. Journal of Cleaner Production, 217, 594–602. https://doi.org/10.1016/j.jclepro.2019.01.291

Pashby, K., & Andreotti, V. (2016). Ethical internationalisation in higher education: Interfaces with international development and sustainability. Environmental Education Research, 22(6), 771-787. https://doi.org/10.1080/13504622.2016.1201789

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