Affiliation:
1. Univerisity of Toronto, Canada & Ontario Institute for Studies in Education, Canada
Abstract
This research offers a critical understanding of Western-dominant student engagement in terms of rethinking the sense of belonging of Chinese international graduate student populations. The Western perspective on student engagement in Canadian higher education fails to recognize the broader social and cultural inclusivity and diversities of student sense of belonging. Specifically, this research explores the challenges faced by Chinese international students engaging in Canadian graduate schools towards their sense of belonging. This study offers inclusive ways of rethinking Chinese international students' sense of belonging and engagement by deconstructing Western ideology on student experiences in Canadian higher education. Faculties, institutions, and university communities need to redefine the desired content of student engagement based on social justice values in terms of empowering democratic, inclusive, and diverse student experiences and strengthening their sense of belonging with the landscape of internationalization.
Reference38 articles.
1. Adult immigrants’ participation in Canadian education and Training.;M.Adamuti-Trache;Canadian Journal for the Study of Adult Education,2010
2. Four domains of students’ sense of belonging to university
3. BallardB.ClanchyJ. (1997). Teaching international students: A brief guide for lecturers and supervisors. IDP Education Australia.
4. Batido, H. M. (2001). The Endangered Languages of Africa, A Case Study from Botswana. In On Bicultural Diversity, linking language, knowledge and the environment. Smithsonian Institute Press.
5. International Students Attending Canadian Universities: Their Experiences with Housing, Finances, and Other Issues