Abstract

This study critically analyzes the transition from aspiring to study abroad to becoming an “international student,” uncovering the colonial structures shaping what is understood as international education. Using a decolonial framework, it shifts the focus from problematizing students to examining the structures and practices of internationalization. Rejecting deficit approaches that emphasize assimilation, it instead interrogates how colonial legacies in international education influence students’ motivations, experiences, and, ultimately, discourses while highlighting their agency in navigating the complexities of studying in Canada.
By employing qualitative methods, specifically critical discourse analysis, this study draws on semi-structured interviews with international engineering master’s students to explore their aspirations, preparations, and the challenges and surprises encountered upon arrival in their host country. The findings reveal the discrepancies between imagined expectations of Canada and lived experiences of international higher education in Quebec, shedding light on the dynamics of “othering” and the colonial structures embedded in international education. Furthermore, the results illuminate patterns of coloniality and emerging practices of decoloniality, providing a deeper understanding of international students’ agency, motivations, and experiences while offering valuable insights to inform future research with international students.