ABSTRACT
This chapter critiques persisting characterizations and resituates international students within broader constructs of diversity. This diversity frame helps us explore the myths that underpin deficit modelling and the learning gain that successful encounters among diverse others can stimulate. 'International' student is a persisting categorization that attracts a number of negative attributions, suppositions, and responses, and masks what are, for many, much more salient identities, such as race, gender, disability, or sexuality. 'International' student is an untenable and obfuscating categorization that faculty developers should be working to dismantle. The chapter explores what learning and teaching value can accrue from the presence of diverse students. Empowering students to develop as critical beings, to show relevance of global issues to their own lives and demonstrate the relationship between local actions and global consequences. The chapter concludes with one conceptualization of global graduate capabilities that might serve our diverse students and our diverse world well.
