Abstracts
Abstract
This paper compares Mexican and Vietnamese international students’ and graduates’ migration decision-making while navigating Canadian policies merging international higher education and migration or the “edugration system.” While this system offers a delimited temporal framework and a linear pathway to permanent residency (PR) for international students; we argue that it does not align with the temporality of international students’ and graduates’ plans and aspirations. We draw from interviews conducted with 15 Mexican students and six graduates as well as 10 Vietnamese students and 11 graduates. Our findings highlight participants’ migration strategies for transnational social mobility, from childhood to postgraduation. These strategies unfold distinctively in time, depending on the region of origin. Rather than embracing the homogenizing edugration time frame, there is a need to emphasize international students’ and graduates’ own temporality to foster a nuanced and critical understanding of their migration pathways.
Keywords:
- international higher education,
- international students,
- temporality,
- migration policies
Résumé
Cet article compare les prises de décision migratoires des étudiants et diplômés internationaux mexicains et vietnamiens alors qu’ils négocient les politiques canadiennes qui fusionnent l’enseignement supérieur international et la migration ou le « système d’édugration ». Bien que ce système offre un cadre temporel délimité et une voie linéaire vers la résidence permanente (RP) pour les étudiants internationaux, nous soutenons qu’il ne s’aligne pas sur la temporalité des plans et des aspirations des étudiants et des diplômés internationaux. Nous nous basons sur des entretiens menés avec 15 étudiants et six diplômés mexicains, ainsi qu’avec 10 étudiants et 11 diplômés vietnamiens. Nos résultats mettent en évidence les stratégies migratoires des participants en vue d’une mobilité sociale transnationale, de l’enfance jusqu’à après l’obtention de leur diplôme. Ces stratégies se déploient dans le temps de manière distincte, en fonction de la région d’origine. Plutôt que d’adopter le cadre temporel homogénéisant de l’édugration, il est nécessaire de mettre l’accent sur la temporalité propre aux étudiants et aux diplômés internationaux afin de favoriser une compréhension nuancée et critique de leurs parcours migratoires.
Mots-clés :
- enseignement supérieur international,
- étudiants internationaux,
- temporalité,
- politiques migratoires
Appendices
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