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This dissertation focuses on higher education-migration (edugration), arguing that the growing recruitment of international post-secondary students as (im)migrants is (1) a distinct form of economic (im)migration, and (2) has shifted the role of higher education in society. Presenting the Canadian context as an example, it uses a critically-informed, decolonial complexity approach to frame edugration as a wicked problem and explore its ethical complexities and paradoxes, particularly indoi:10.14288/1.0422835 fatcat:a5qirr2lbfagvf5kxkrvtmf4aa