CfP: COMPARE What is an international student represented to be? Critical constructions from across Europe, ethical silences and future opportunities

Guest editors: Dr Aneta Hayes, Dr Sylvie Lomer and Prof Marek Kwiek
The guest editors are delighted to invite paper proposals for a special issue, provisionally titled ‘What is an international student represented to be? Critical constructions from across Europe, ethical silences and future opportunities’. This special issue proposal has been initially accepted by COMPARE: A Journal of Comparative and International Education, and we are now working on the final version of the proposal. We are therefore calling for paper contributions, to be included in the special issue.
There is a wide acknowledgment that the reputational benefit of ‘highly internationalised’ universities (understood mainly, due to the influence of global rankings, as having high numbers of international students) comes at the cost of (mis-) representations of globally mobile learners. In Anglophone countries, international students have been found to be represented as people in educational deficits, economic objects and supplicants of the prestigious education system of the receiving country (e.g. Lomer, 2014; Hayes, 2017, Marginson, 2013). It has also been argued that such representations, evoked due to positions of assumed prestige of the Anglophone countries, have legitimised the logic of intellectual, social and political domination over foreign students in their education systems (e.g. Bilecen, 2013; Tran and Pham, 2015; Yu and Moskal, 2018).
Little is however known about what international students are represented to be in non-Anglophone countries. There is therefore an urgent need to establish what their representations are, especially at a time when more non-Anglophone countries in Europe enter the internationalisation competition (de Wit et al., 2015). We therefore invite paper contributions that will focus on (but are not limited to) the following questions:

a) what are national policy and institutional rationales behind ‘more energetic’ recruitment of international students in non-Anglophone European countries?
c) how may these rationales position and represent international students, and
d) what consequences specific representations of international students might have for their social and education inclusion?
1. Abstracts of 250 words and full author details (name, position, institutional affiliations, email and telephone number) should be submitted via email to Aneta Hayes ( by 5 May 2019.
2. Contributors will be notified about the outcome of their submission by 25th May 2019.
For questions, please contact Aneta (
We look forward to receiving your contribution.
Best wishes,
Aneta, Sylvie and Marek

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