International Educator - May/June 2019 - 62

But with the global refugee crisis, international educators,
particularly those in the United States and other Western
countries, need to be prepared to serve those students seeking
to enter educational systems for reasons related to mobility
for survival. How can we all become better equipped to
accommodate those who have left their home to survive, starting
from zero in their new host country?
As international educators, we are particularly attuned to
students returning from their sojourns abroad as potentially
transformed thinkers, as well as to international students
who bring to our campuses different ways of thinking and
working. We are already primed to develop new pathways and
opportunities currently missing in our existing institutional
structures. Doing so may include shifting financing and funding
priorities in previously untried ways; broadening student
services to account for new academic, health, and psychosocial
supports needed; and sensitizing domestic students, faculty, and
staff to the challenges and benefits that come with interacting
openly with these newcomers.
The diversity of knowledge and perspectives of these new
community members can make our institutions stronger. They
bring new ideas and capacity for problem-solving, they engage in
innovative activities, and their stories help us cultivate empathy
and understanding. We have so much to gain by integrating these
newcomers and very little to lose.

Frameworks for Duty of Care
There are two excellent frameworks that institutions can
consider in evaluating and expanding the duty of care to become
more inclusive of refugees and at-risk migrants. The first is the
framework developed in Campus Crisis Management (2007).
This framework acknowledges that new refugee and migrant
populations undoubtedly bring with them challenges informed by
their traumatic background experiences and a lack of familiarity
with the institution's norms and expectations. These create
additional pressures on institutions to provide new support
structures, services, and mechanisms that administrators may not
have expected or prepared for in advance. Supporting these new
populations requires administrators and students to respond with
new services, but they can also make institutions stronger than
they were before.
The second framework is proposed by Ruben Elias Canedo
Sanchez and Meng L. So in a 2015 Harvard Education Review
article. Their coding structure uses colored lights to evaluate
institutional policies and programs to understand how to improve
equity of access to resources for undocumented students. Green
lights are programs, resources, and processes for which access is
not dependent on immigration status, allowing undocumented
students easy access. Yellow lights are where it is unclear about
whether immigration status is a factor for access. Red lights
indicate aspects of the university that require immigration status.
By identifying yellow and red lights, Canedo and So engaged
campus leaders to identify ways to change to green lights. They
62  

INTERNATIONAL EDUCATOR M AY + J U N.2019

examined and negotiated key access barriers, including resolving
financial issues related to housing, hiring undocumented students
on campus, and providing more training for staff to become
allies for undocumented students. This approach helps build
holistic strategies to support undocumented student success and
promotes an asset-based approach of identifying the contributions
and talents undocumented students bring to the university.
The sustainability of humanistic internationalization
incorporates a duty of care for refugees and at-risk migrants.
We urge international educators to cultivate "hope-nurturing
conversations" within their institutions that focus on
understanding the human needs and capabilities of those who
have engaged in mobility for survival.
The stories of past migrants like Einstein and Pulitzer, who
excelled where they were planted, and the exhilarating potential
found in new migrants, such as the Rhodes Scholarship winner
Jin Park, make the argument abundantly clear that we cannot
squander our opportunity to act. n
BERNHARD STREITWIESER, PHD, is assistant professor of
international education and international affairs at the George
Washington University; UNESCO co-chair in international
education for development; and a NAFSA Senior Fellow.
MEGGAN MADDEN, PHD, is assistant professor of international
education and higher education administration at the George
Washington University and UNESCO co-chair in international
education for development.

ADVERTISER Index
ADVERTISER
PAGE
Cambridge Assessment English . . . . . . . . . . . . . . . . . 1
Capstone Vietnam . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
College Year in Athens . . . . . . . . . . . . . . . . . . . . . . . . . 61
Columbia University - Teachers College . . . . . . . . . 38
Compass Student Insurance . . . . . . . . . . . . . . . . . . . . . 11
CORT Higher Ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
CSUN Northridge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Cuba Explorer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . C4
ECE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Georgia Tech - Lorriane . . . . . . . . . . . . . . . . . . . . . . . . 19
iTEP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .C2
Modern Language Association . . . . . . . . . . . . . . . . .42
NAFSA - Annual Conference & Expo . . . . . . . . . . . .C3
NAFSA - Call for Proposals. . . . . . . . . . . . . . . . . . . . .44
NAFSA - Career Books . . . . . . . . . . . . . . . . . . . . . . . . 13
NAFSA - Membership . . . . . . . . . . . . . . . . . . . . . . . . . . 7
NAFSA - Publications. . . . . . . . . . . . . . . . . . . . . . . . . . 59
Nanyang Technological University . . . . . . . . . . . . . . 63
NAWA - The Polish National Agency for
Academic Exchange . . . . . . . . . . . . . . . . . . . . . . . . . . 35
NYU Global Programs . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Relation Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
University of Auckland. . . . . . . . . . . . . . . . . . . . . . . . . 24
University of Deusto . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
UPCES Study Abroad CERGE-EI . . . . . . . . . . . . . . . . 19
USAC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57



International Educator - May/June 2019

Table of Contents for the Digital Edition of International Educator - May/June 2019

From the Desk of
In Brief
Global Spotlight: Iran
Quick Questions
Feature: Africa’s Education Evolution
Feature: Mental Health: At Home and Abroad
Feature: The Faces of International Education
Education Abroad
International Student Affairs
International Enrollment Management
International Education Leadership
Forum
Take 5
International Educator - May/June 2019 - Cover1
International Educator - May/June 2019 - Cover2
International Educator - May/June 2019 - 1
International Educator - May/June 2019 - 2
International Educator - May/June 2019 - 3
International Educator - May/June 2019 - 4
International Educator - May/June 2019 - 5
International Educator - May/June 2019 - 6
International Educator - May/June 2019 - 7
International Educator - May/June 2019 - From the Desk of
International Educator - May/June 2019 - In Brief
International Educator - May/June 2019 - 10
International Educator - May/June 2019 - 11
International Educator - May/June 2019 - 12
International Educator - May/June 2019 - 13
International Educator - May/June 2019 - 14
International Educator - May/June 2019 - Global Spotlight: Iran
International Educator - May/June 2019 - Quick Questions
International Educator - May/June 2019 - 17
International Educator - May/June 2019 - 18
International Educator - May/June 2019 - 19
International Educator - May/June 2019 - Feature: Africa’s Education Evolution
International Educator - May/June 2019 - 21
International Educator - May/June 2019 - 22
International Educator - May/June 2019 - 23
International Educator - May/June 2019 - 24
International Educator - May/June 2019 - 25
International Educator - May/June 2019 - 26
International Educator - May/June 2019 - 27
International Educator - May/June 2019 - 28
International Educator - May/June 2019 - 29
International Educator - May/June 2019 - 30
International Educator - May/June 2019 - 31
International Educator - May/June 2019 - 32
International Educator - May/June 2019 - 33
International Educator - May/June 2019 - 34
International Educator - May/June 2019 - 35
International Educator - May/June 2019 - Feature: Mental Health: At Home and Abroad
International Educator - May/June 2019 - 37
International Educator - May/June 2019 - 38
International Educator - May/June 2019 - 39
International Educator - May/June 2019 - 40
International Educator - May/June 2019 - 41
International Educator - May/June 2019 - 42
International Educator - May/June 2019 - 43
International Educator - May/June 2019 - 44
International Educator - May/June 2019 - Feature: The Faces of International Education
International Educator - May/June 2019 - 46
International Educator - May/June 2019 - 47
International Educator - May/June 2019 - 48
International Educator - May/June 2019 - 49
International Educator - May/June 2019 - Education Abroad
International Educator - May/June 2019 - 51
International Educator - May/June 2019 - International Student Affairs
International Educator - May/June 2019 - 53
International Educator - May/June 2019 - International Enrollment Management
International Educator - May/June 2019 - 55
International Educator - May/June 2019 - International Education Leadership
International Educator - May/June 2019 - 57
International Educator - May/June 2019 - 58
International Educator - May/June 2019 - 59
International Educator - May/June 2019 - Forum
International Educator - May/June 2019 - 61
International Educator - May/June 2019 - 62
International Educator - May/June 2019 - 63
International Educator - May/June 2019 - Take 5
International Educator - May/June 2019 - Cover3
International Educator - May/June 2019 - Cover4
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