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Education-migration, or the multi-step recruitment and retention of international students as immigrants, is an increasingly important component of both higher education and so-called highly-skilled migration. This is particularly true in Canada, a country portrayed as a model for highly-skilled migration and supportive of international student mobility. However, education-migration remains under-analyzed from a social justice perspective. Using a mobility justice framework, this paper considers COVID-19’s impact on Canada’s education-migration system at four scales: individuals, education institutions, state immigration regimes, and planetary geoecologies. It identifies ethical tensions inherent to Canada’s education-migration from a systems-level and suggests that a multi-scalar approach to social justice can both usefully complexify discussions and introduce unsettling paradoxes. It also stresses that the COVID-19 pandemic offers an opportunity to reimagine rather than return.

Through higher education-migration ('edugration') systems, many immigrant-dependent countries have become structurally reliant on the retention of post-secondary international students as a source of the so-called global talent. This emerging area of research focuses primarily on the potential economic contributions international students may perform post-graduation. However, the labour international students perform during their studies-both within the broader labour market and, more specifically, the higher education sector-is relatively absent in the academic and public discourse, despite its growing significance. Drawing on the theoretical underpinnings of the modern/colonial global imaginary and the ways in which this imaginary frames international students as 'cash, competition, or charity' in the Global North (Stein & Andreotti, Higher Education, 72, 225 239, 2016), we call for a renewed understanding of governments' engagement with-and higher education's complicity in-the framing of international students as workers. Utilizing collaborative autoethnography (CAE) as a method of inquiry, we explore ways the 'cash, competition, or charity' framing impacts international graduate students' experiences in the Canadian post-secondary context. We suggest an update to Stein and Andreotti's framing by adding 'labour' as a fourth dominant trope framing international students in Canada and, increasingly, across the Global North. (HRK / Abstract übernommen).

Artificial intelligence (AI) and automation are newly impacting the governance of international students, a temporary resident category significant for both direct economic contributions and the formation of a ‘pool’ of potential future immigrants in many immigrant-dependent countries. This paper focuses on tensions within Canada’s education-migration (‘edugration’) system as new technologies intersect with migration regimes, which in turn relate to broader issues of security, administrative burdens, migration governance, and border imperialism. Using an Accidental Ethnography (AccE) approach drawing from practitioner-based legal research, we discuss three themes: (1) ‘bots at the gate’ and the guise of AI’s objectivity; (2) a murky international edu-tech industry; and (3) the administrative burdens of digitalized application systems. We suggest that researchers, particularly in education, can benefit from the insights of immigration practitioners who often become aware of potential trends before those less embedded in the everyday negotiation of migration governance.

There is growing interest in higher education’s intersections with displacement, a term used here to encompass the movement of refugees, asylum seekers, and those from otherwise forced or precarious international migration backgrounds. In particular, higher education institutions’ infrastructure and student support services are sometimes leveraged in response to displacement crises. Here, we propose a conceptual distinction between higher education’s reception and recruitment of displaced students, which share similar characteristics yet function in structurally different ways. We then consider how the modern/colonial global imaginary informs higher education’s relationship to bordering regimes and the framing of displaced students. We suggest that in addition to being problematically positioned as ‘charity’ - and, to a lesser extent, ‘cash,’ ‘competition,’ and ‘labor’ - some displaced students are also produced as ‘threats’ by bordering regimes. This highlights the importance of recognizing the ‘care/control nexus’ – that is, how care simultaneously operates as a form of control in the context of humanitarianism. We suggest the concept of ‘implicated subjects’ can help those embedded in higher education institutions move beyond overly simplistic victim/perpetrator/bystander categorizations in relation to supporting displaced students. We also offer one social cartography and two sets of hyper-self-reflexive questions as pedagogical tools to examine the imprint of a colonial system on both our higher education institutions and those of us who work within them. We suggest adopting an ongoing practice of hyper-self-reflexivity in order to respond differently to the impacts of current displacement crises and better prepare us for those to come.

International students (IS) are increasingly positioned as “ideal” economic immigrants for their supposedly limited settlement and integration needs, resulting in a growing number of education-migration, or edugration, immigration pathways. However, the settlement and integration experiences student-migrants undergo during edugration are undertheorized. Using collaborative autoethnography (CAE), we examine five graduate student-migrants’ edugration experiences in Canada. Our interest is not whether student-migrants are sufficiently integrated or settled through the eyes of the state, but rather the experiential impacts of edugration; in other words, we examine not the process of assimilation but the experience of being positioned as “easily” assimilated subjects. Our findings suggest three distinct experiential categories produced by edugration: unfamiliarity, uncertainty, and ambivalence. Together, these experiences form a unique settlement and integration experience due to extended periods of temporariness. Through this conceptualization, we argue that the recruitment of IS through multi-step migration pathways like edugration presents ethical questions for both the state and higher education. While we support strategic calls for more coordinated, cross-sectoral efforts to improve the lived experiences of student-migrants, we caution against justifying these calls based on neoliberal, econometric, or (neo)colonial rationales regarding (1) the value of IS as human capital, and (2) assimilationist notions of settlement and integration. We instead encourage more critical, nuanced discussions of student-migrant experiences which actively resist such logics.

Between 2004 and 2006, the Canadian government resettled 154 refugees originally from Aceh, Indonesia in Metro Vancouver, British Columbia. Their resettlement was unique for three reasons: (1) they were the first group of refugees resettled entirely in one Canadian metropolitan area; (2) they were the first Acehnese refugees ever resettled in Canada; and (3) among adults, the gender ratio was disproportionately skewed towards (young, single) men. This thesis probes the meanings of refugee 'integration' by examining their settlement five years after arrival. Through an analysis of surveys and interviews, I document structural barriers to settlement. I then relate these barriers to the 'integration' of single men in particular, who, after years in a protracted refugee situation involving detention, face long wait times in pursuit of transnational marriages. Rather than place the onus on resettled refugees to 'integrate' better, I argue that Canadian policy can better accommodate their desires to settle. Keywords: Refugee resettlement; refugee settlement; refugee integration; government assisted refugees; protracted refugee situation; transnational marriage; Aceh, Indonesia; Vancouver, Canada.