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Canada recognizes and cherishes its rich cultural and racial diversity. Over the past decade, the number of international students has sharply increased. Chinese students represent the largest percentage of international students attending universities. However, in Canadian higher educational institutions, anti-discriminatory education is usually stressed in informal respects such as the various support services and additional activities and options that are not assessed and just do critiques of racial discriminationRacial discrimination. In terms of the formal curriculum, the university’s curriculum predominantly focuses on domestic programs, and racial and cultural diversity may not receive the attention it deserves. To international students, cultural and racial stereotyping and labeling are viewed as significant hurdles in adjusting to their new world. This chapter presents quantitative and qualitative data to examine the race-based, culture-based, and gender-based challenges faced by international students attending three Canadian universities. Online survey data were collected from 32 international students of different ages, genders, and nationalities in 2021. Qualitative insights were gathered from 12 Chinese international students through semi-structured interviews conducted in 2018, supplemented by an online survey conducted in 2021. Moreover, underlying activist pedagogies are discussed such as how the faculty relates to these international students and how academic staff can envision innovative approaches within the framework of an anti-discriminatory curriculum to handle the challenges of these students.

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Race, Culture, and Gender Challenges and Underlying Anti-discriminatory Pedagogies for International Students in Canadian Universities

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  • 发表日期：

    2025年

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  • Lin Ge,
  • Andrei Volodin

摘要

Canada recognizes and cherishes its rich cultural and racial diversity. Over the past decade, the number of international students has sharply increased. Chinese students represent the largest percentage of international students attending universities. However, in Canadian higher educational institutions, anti-discriminatory education is usually stressed in informal respects such as the various support services and additional activities and options that are not assessed and just do critiques of racial discriminationRacial discrimination. In terms of the formal curriculum, the university’s curriculum predominantly focuses on domestic programs, and racial and cultural diversity may not receive the attention it deserves. To international students, cultural and racial stereotyping and labeling are viewed as significant hurdles in adjusting to their new world. This chapter presents quantitative and qualitative data to examine the race-based, culture-based, and gender-based challenges faced by international students attending three Canadian universities. Online survey data were collected from 32 international students of different ages, genders, and nationalities in 2021. Qualitative insights were gathered from 12 Chinese international students through semi-structured interviews conducted in 2018, supplemented by an online survey conducted in 2021. Moreover, underlying activist pedagogies are discussed such as how the faculty relates to these international students and how academic staff can envision innovative approaches within the framework of an anti-discriminatory curriculum to handle the challenges of these students.