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ERIC Number: EJ1390273
Record Type: Journal
Publication Date: 2023
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0729-4360
EISSN: EISSN-1469-8366
Available Date: N/A
Settler Nation-Building through Immigration as a Rationale for Higher Education: A Critical Discourse Analysis
Higher Education Research and Development, v42 n5 p1086-1102 2023
As education-migration ("edugration") blurs the line between international student and immigrant recruitment in some jurisdictions, higher education admission is becoming linked to settler nation-building projects. Using critical discourse analysis, this article examines the Canadian higher education sector's response to COVID-19 through pre-budget submissions to the House of Commons of Canada Standing Committee on Finance for the 2021 federal budget. Findings demonstrate how institutions instrumentalized international students to position themselves as valuable actors in Canada's immigration regime and justify their requests for public financial support. In this way, nation-building through immigration -- both globally, as an imperial power, and domestically, as a colonial power -- is now a new societal role of higher education which is becoming hegemonic within institutions. This is significant because, as higher education's purposes align with those of economic immigration, the sector not only fails to interrupt, but itself reproduces, systemic patterns of border imperialism and settler-colonialism. The article urges higher education institutions to: (1) more deeply consider how a reliance on international student enrolment is impacting its societal roles; while also (2) avoid exceptionalizing the present by recognizing that higher education has long functioned in the service of the state as a colonial and imperialist power.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A
Author Affiliations: N/A