Conceptualizing international education: From international student to international study

Madge, C.; Raghuram, P. and Noxolo, P. (2015). Conceptualizing international education: From international student to international study. Progress in Human Geography, 39(6) pp. 681–701.

DOI: https://doi.org/10.1177/0309132514526442

Abstract

In a rapidly changing transnational eduscape, it is timely to consider how best to conceptualize international education. Here we argue for a conceptual relocation from international student to international study as a means to bridge the diverse literatures on international education. International study also enables recognition of the multiple contributions (and resistances) of international students as agents of knowledge formation; it facilitates consideration of the mobility of students in terms of circulations of knowledge; and it is a means to acknowledge the complex spatialities of international education, in which students and educators are emotionally and politically networked together through knowledge contributions.

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