ABSTRACT
This chapter focuses on experiences of subordination of international students in British higher education (HE). It develops a philosophical analysis, based on literature illustrating that international students in Britain have traditionally been subordinated in education contexts, through representations in national policies that position them as beneficiaries of the prestigious education system. The chapter offers an analysis of empirical data from student interviews, which draws attention to additional ways in which international students are subordinated in education. The findings in this chapter, however, show that, through tacit legitimization of perceptions of international students as foreign people in educational deficit, universities do in fact discriminate against international students. The chapter has shown how they still set in motion specific relationships with international students, which point to their exclusion as equals and highlights that remedial support is legitimized through a rhetoric of conditional equality—that is, "others" can also be successful once their deficits are "fixed".
