(Un)Making the international student a settler of colour: a decolonising autoethnography

Unicorns, rainbows, and unicorn magic: Storying new knowledge of black masculinities within the WWE

“…A departure from scholarship that situates these groups within frameworks of deficit and despair by drawing attention to the ways liberation is imagined outside of social structures that dehumanize Black and Indigenous people and ways of knowing. Thus, this manuscript operates outside of traditional methodology and writing to re-imagine ways of thinking and being outside of colonial frameworks (Adams, 2022;Chen, 2021;Laurendeau, 2020;Mc-Guire-Adams et al, 2022). Wrestling is a catalyst for this reimagining.…”

Confronting and Reimagining the Orientation of International Graduate Students: A Collaborative Autoethnography Approach

“…Coming from the social constructionist position arguing that reality, meaning, and knowledge are socially constructed (Wahyuni, 2012), we engaged with an autoethnographic approach using researchers' personal experiences as primary data. Autoethnographic research has produced rich accounts of international student experiences (e.g., Chen, 2021;Kim, 2020;Samanhudi, 2021). However, a specifically collaborative autoethnographic (CAE) practice considers multidimensional (e.g., disciplinary and experiential) perspectives through a "more rigorous, polyvocal analysis" (Lapadat, 2017, p. 598;Toyosaki et al, 2009).…”

“…As we developed trust, these ongoing conversations became helpful not only as a way to deepen and complexify our findings but also as a form of self-empowerment. The CAE approach was liberating in its ability to shed light on experiences of marginalization, white supremacy, oppression, and coloniality in the context of orientation (Chen, 2021). The structured, repeated nature of the task provoked conversations we might not otherwise have had, with colleagues we might not otherwise have connected with.…”

“…As a result, universities do not sufficiently handle "the historical, cultural, and epistemic heritage [international students] bring with them, negotiate, and grapple with during their studies" (Ploner & Nada, 2020, p. 386). Chen (2021) found that "without critical and ethical intervention, international students/scholars in Canadian universities … can face significant barriers to developing nuanced understandings of the ongoing violence [of settler colonialism], let alone reflecting on their own complicity and responsibility" (p. 745). Because international students' challenges are "shaped by the racialized regimes they must live through to learn" (Nikoi, 2019, p. 404), institutions need to go beyond "cultural adjustment and transitional issues" to help students "face the reality of a changing landscape of social and political stability" (Friday, 2018, p. 79).…”