ABSTRACT
The focus of this chapter is Australia, a country which can be regarded as having played a vanguard role in the commercialization of international education. The chapter does two things. First, it explores the different meanings surrounding international education in the Australian context by analyzing three types of public discourses, policy, academic, and media texts. I examine the different interpretations of international education made by each of these texts-the public ‘truths’ they produce and circulate about international education and international students. Together, these public discourses (policy, academic, and media), their fields of emergence and the authoritative bodies that institutionalize them, establish the basis for identifying the power/knowledge constellations underpinning international education.
