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    The problem with international students' 'experiences' and the promise of their practices: Reanimating research about international students in higher education
    Deuchar, A (WILEY, 2022-06)
    Abstract The increasing number of people studying abroad has drawn significant scholarly attention to the experiences of international students. While these works have productively informed policy and practice regarding how international students may be better supported, they have not always considered the active ways international students contribute to higher education. This article suggests that adopting the notion of experience as a conceptual starting point is problematic because it only partially illuminates international students' agency and reproduces understandings of them as a vulnerable group. The more active notion of practice, by contrast, suggests a more agentive subject who is a pivotal actor in spaces of education. The main argument in this article is that the abiding focus on international students' experiences will be productively unsettled by orienting attention to their practices and theorising the notion of practice in more fluid and dynamic ways. After critically engaging with the existing literature, the article outlines four ways that a focus on international students' practices may reanimate debates. A focus on practice will: (1) show how international students actively contribute to spaces of higher education, including classrooms, campuses and other sites of sociality; (2) demand that researchers theorise agency in more expansive ways and consider the practices of a broader set of social groups; (3) encourage researchers to make use of a wider set of qualitative research methods; and (4) create a stronger political foundation from which to defend the interests of international students in a post‐COVID‐19 world.
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    Connecting Schools with Indian Communities: Pilot Program Evaluation 2019-20
    Deuchar, A ; Barker, K (Australia India Institute, 2021-03-01)
    This report provides an evaluation of the Connecting Schools with Indian Communities (CSIC) program, a pilot program established by the Victorian Government in 2019 and administered by the International Education Division of the Victorian Department of Education and Training. The program recognises the importance of the Indian diaspora community in Victoria and provides funding to build activities and initiatives that support collaborative partnerships between schools, the Indian diaspora and the broader community to foster a shared understanding of, and a sense of belonging to, our diverse Victorian community. The CSIC pilot program is one of three educational initiatives delivered under Victoria’s India Strategy: Our Shared Future aiming to develop and deepen Victorian schools’ engagement with India.
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    Strengthening Australia-India Research Collaboration and Engagement: Case Studies and Good Practices
    Deuchar, A ; Freeman, B (Australia India Institute, 2021-03-01)
    Strengthening Australia-India Research Collaboration and Engagement: Case Studies and Good Practices
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    Indian student mobility to Australia: developing the knowledge base for more effective engagement
    Deuchar, A (Australia India Institute, 2021-05-01)
    Indian student mobility to Australia: developing the knowledge base for more effective engagement
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    The Labouring Practices of Jobless Degree Holders: Rethinking Work, Productivity, and Labour in a Small Hill Town in North India
    Deuchar, A (WILEY, 2022-03-01)
    Abstract This article critiques productivist and wage‐centric conceptualisations of labour by analysing the labouring practices of jobless degree holders in the Indian Himalayas. I draw on ethnographic material to illuminate how young men developed forms of unpaid labour that centred skills associated with their educational credentials. Educated youth were able to produce positive reputations through their labour and made sense of their activities as making a social contribution to others. Yet their labouring practices also affirmed dominant modes of masculinity and reinscribed patriarchal gender relations. While jobless degree holders were excluded from the kinds of jobs they desired, I argue that they were able to yield status and respect by embodying competencies that white collar jobs demanded. Situating jobless degree holders within productive relations creates scope for illuminating how they attempt to assert their productive capacities in the face of long‐term unemployment.
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