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

This paper uses lived experiences to critically examine the orientation of international graduate students at research-intensive Canadian universities. We, five co-authors, embody diverse ethnic, racial, sexual, religious, national, and gender identities, yet are all (or have been) in Canada. Through collaborative autoethnography, we destabilize notion “orientation.” We argue that student should be understood as a fluid, ongoing process rather than one with rigid boundaries timelines. Furthermore, programming more deeply consider intersecting identities positionalities multifaced individuals, well implicit expectations one-way “integration” into settler-colonial society. suggest different approach offer conceptual framework guide future practice, highlighting role universities play not only supporting academically but also (im)migrant settlement.