Public discourse, the media, and international education in Canada
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The phenomenon of the internationalization of education has been prevalent in developed western countries, with varied and at times contested discourses about international education and students. We wonder how these discourses are constructed and contested in the media and further shape public opinions. Using the critical theories of language, power, and media, we analyzed 44 articles relevant to international education/students and their commentaries in the widely circulated Canadian newspapers. Our findings illustrate three dominant themes as the rhetoric of international education/students in Canada and how they are discursively constructed: (1) international education as a commodity; (2) international students as recipients of the generosity of Canada; and (3) international students as burden/harms to Canadian education/students as well as having moral deficits and being lawfully wrongdoers. This analysis highlights how international students are otherized, essentialized, and silenced as the voiceless despite their strong presence as the fastest growing migrant group in Canada with diverse identities and needs. We close with a discussion of the media analysis on international students as one such example of how dominance such as neoliberalism is taking up e-space like other public domains in social environments, which social workers deeply care about.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it