Clare Madge

TL;DR: In this paper, the authors explored how pre-registration engagement with a university Facebook network influenced students' postregistration social networks and found that Facebook was part of the social glue that helped students settle into university life.

TL;DR: The role of the internet in the lives of a group of technologically proficient, socially advantaged white heterosexual new mothers is explored in this paper, where the authors argue that the internet was both liberating and constraining: it played an important social role for some women while at the same time it encouraged restrictive and unequal gender stereotypes in this particular community of practice.

TL;DR: In this paper, a post-colonization analysis of international students is proposed to consider what forms of pedagogic responsibility are called forth through this framework, and the authors show that routing care and responsibility through postcolonial geographies incites a more demanding political praxis.

TL;DR: In this article, the nature and shape of these relationships might be construed in a post-colonization world, through a more critical engagement with postcolonial thinking, and any exploration of existing practices of responsibility and care will not only reveal the enormous potential of imagining these geographies as forms of existing and evolving relationalities, but will also lead us to interrogate the deployments of these terms in the context of past and present inequalities.

TL;DR: The authors argue for a conceptual relocation from international student to international study as a means to bridge the diverse literatures on international education and recognize the multiple contributions (and resistances) of international students as agents of knowledge formation.