Who Speaks for International Education? An Ontario Case Study

Who Speaks for International Education? An Ontario Case Study


Document Type

Book Chapter


International education (IE) is a multi-sector, multi-actor, and multi-context phenomenon that increasingly engages and mobilizes diverse policy discourses. The literature on media and educational policies has highlighted the media’s role in leading and framing public opinions, setting political agendas, and shaping policy processes through the choice, timing, and framing of stories/news (Saraisky 2015; Stack 2007). This chapter investigates the media’s role in “reorder[ing] the political landscape,” “framing policies in terms of conflict,” and influencing “how politics is conducted” (Hajer 2009, 5). It presents findings of a qualitative case study investigating the (re)construction of IE as a post-secondary education (PSE) policy issue in Ontario in print media from 2005 to mid-2017. Using Hajer’s (1995) Discourse Coalition Framework (DCF), the study attempted to answer the following questions: What are the dominant and less dominant “storylines” that shape the media’s construction of IE in Ontario? What are the power dynamics between them? Who are the discourse coalition members that mobilize these storylines?



Publication Date



McGill-Queen's University Press

Number of Pages



International education policy, discourse, discourse coalition framework, media, Ontario, Canada


Education | Education Policy


Inclusive Communities

Original Citation

El Masri, A. (2020). Who speaks for international education? An Ontario case study. In R. Trilokekar; M. Tamtik; & G. Jones (Eds.), International Education as Public Policy in Canada (pp. 358-383). McGill-Queen’s University Press. https://www.mqup.ca/international-education-as-public-policy-in-canada-products-9780228001768.php

Who Speaks for International Education? An Ontario Case Study


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