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The growing trend of Chinese international student migration to Ontario has become a hot topic of discussion among government officials, the news media, and in the education sector. Through these discussions, the Chinese youth who participate in this temporary educational migration are framed as both psychologically fragile due to separation from families or culture, and hardworking, responsible economic assets. This process of framing becomes even more complex when we consider the discoursesdoi:10.22215/etd/2018-13313 fatcat:j2w2bzxk35alrjqn2ldmsjvwta