Interview with Hyacinth Udah

Interviewer: Can you tell us a little about your journey to becoming a researcher? What is your background?

Hyacinth: I am a social work educator and researcher in Australia. I was born and raised in Nigeria. I came to Australia, specifically, to further my education. I have a deep passion for exploring and understanding the lived experiences of ethnically and racially marked minority populations in white-dominated societies. Studying in Australia, I was always curious about discursive strategies of Othering and their impacts on racialised populations. My doctorate education has led me to examine the lived experiences of some of Australia’s most marginalised groups. My PhD research represents one of the few attempts to theorise and understand the lived experiences of African migrants and refugees living in Queensland, with an aim to build a better understanding of their race, health, education, access to services and migration status and their everyday lives. This has important implications for policy and practice in a context where integration and citizenship are often advocated – in the face of entrenched policy failure to address chronic disadvantage – without a clear articulation of what the concepts mean and how they can be fostered. The research has made a significant contribution to the knowledge base of immigrant wellbeing interventions. It has provided a better understanding of the experiences of and the problems that matter for African immigrants to Australia. My doctorate education has also provided me with a strong foundation in research methodologies, data analysis, and critical thinking skills. Since my doctoral research, I have been working predominantly on a long-term agenda for building practice-based evidence for interventions that improve wellbeing and integration of migrants and refugees, including international students from culturally and linguistically diverse populations to reach their potential. It has been a rewarding journey so far, and my research publications are extending my interests in immigrant and international students’ experiences.

Interviewer: What interested you in specifically doing research with international students?

Hyacinth: As a former international student and a non-Western immigrant researcher, I was particularly motivated to contribute to research that addresses the unique challenges and experiences of international students in Australia. I believe that research has the power to drive positive change in higher education institutions, and I am committed to being a part of that change. Since arriving, living, studying and working in Australia, I have learned how racialised international students are exposed to discriminatory epistemic violence, dominated by deficit discourses – focusing on what is wrong, broken, or pathological, not what is strong within them. I am interested in changing the negative stereotypes about racialised international students to improve policies and support for international students. As a former international student, I want use my research and make meaningful contributions to better understanding of international students and foster internationalisation in education.

Interviewer: What is your overall impression of this research subfield? Where do you see it going in the next 5-10 years?

Hyacinth: Research with international students is, and will remain, an important field of research, policy and practice for years to come. With increasing mobility of students globally, research with international students will continue to evolve and gain importance. Given the economic, cultural, and educational benefits of hosting international students, I expect more universities, governments and researchers to be interested in studying or conducting research with international students. As threats from environmental and natural disasters rise, and humanity confronts a global pandemic, I anticipate more explorations into resilience and wellbeing of international students, including learning models, social integration, and identity development of international students as well as international students’ pathways to host country labour market, engagement with the local community and mobility patterns. I am confident that in the next 5-10 years, the field of research with international students will continue to expand and evolve.

Interviewer: Your research has often taken a decolonial lens and you’ve written a chapter in the Research with International Students book about coloniality of power.  Can you tell us more about why you think these are important lenses for research on this topic?

Hyacinth: I think it is important to apply a decolonial lens and challenge the coloniality of power in research with international students. First, many destination countries for international students have a colonial past which can, or has continued to, influence their experiences. As a researcher committed to social justice, inclusion, and human rights, I want to see more research that empower and amplify the voices and perspectives of international students to provide a more comprehensive understanding of their experiences. Ultimately, applying a decolonial lens and examining coloniality of power align with the principles that inform and guide my teaching and research scholarship. Research framed from colonial knowledge and perspectives can perpetuate subjugation and marginalisation of international students, impacting learning and engagement outcomes. Adopting a decolonial lens helps researchers question colonial perspectives that are privileged and work towards more inclusive and equitable educational environments for international students. Also, examining coloniality of power will help researchers recognise how power structures shape the experiences of international students, including issues related to representation, epistemic violence and voice. I think that incorporating these lenses into research with international students fosters reflexivity and ethical research practices, encouraging researchers to critically reflect on their positionality, challenge their biases and question their roles in perpetuating colonial power structures and inequalities. Additionally, it contributes to the larger conversation about decolonising research practices and dialoguing with marginalised ways of knowing, doing and being in a praxis of solidarity, inclusivity and social justice in higher education settings.

Interviewer: What advice would you give to researchers who are developing a new research study with and about international students?

Hyacinth: It is important to note that developing a research study with and about international students may be influenced by societal, technological, and geopolitical developments. Therefore, before starting your research, it is important to consider the specific trends and priorities in your location and understand the diversity of international students. Also, it would help to address epistemological questions relevant to their issues; build cultural understanding and illuminate the multidimensionality of their experiences and nuanced subjectivity. Remember, your research should aim to benefit international students. It is critical to reflect on your research process and make efforts to decode the matrix of coloniality. As a researcher working with international students, you need also to afford them agency and empower and engage them in the research process. You need also to be self-reflective and reflexive about your positionality, biases and assumptions. Engaging in reflexive practice will help to explore alternative ways of doing research that challenge colonial ideologies and dominant discourses that shape and influence research, ensuring quality and ethical integrity of your study. It would also help to use a variety of research methods to gain a comprehensive understanding of their experiences. Above all, think global, research local and make research actionable. It would help to understand the practical implications of your research and how your research findings can inform policies, programs, or support services for international students. There is more to be done and researched in this field of research with international students over the next decade. The book Research with International Students is must read for you!

“When our lived experience of theorising is fundamentally linked to processes of self-recovery, of collective liberation, no gap exists between theory and practice.”
– bell hooks