Abstract
This study considers the relationship between current official multiculturalism and everyday
multiculturalism in Australia by focusing on international education policy and the educational and
living conditions of Asian international students. Based on policy documents and research, it traces
the historical development of international education policies related to Asian international students.
Notably, it analyses the content of two national strategic policy papers for international education, the
National Strategy for International Education 2025 (2016) and the Australian Strategy for International
Education 2021–2030 (2021), from the perspective of the above two forms of multiculturalism.
While both policy papers are strongly influenced by neoliberalism and the concept of productive
diversity underlying current official multiculturalism broadly speaking, they refer to everyday multiculturalism in relation to Asian international students, the importance of intercultural communication
on university campuses and in local communities, and the wellbeing of international students. This
approach reflects the diverse positioning and characteristics of international students as consumers,
potential skilled workers, immigrants, learners, and so on, which has been noted by the previous WPR
approach analysis of international education policy. However, this approach is based on the direction
of current official multiculturalism and the ‘productive politicisation’ of everyday multiculturalism. To
improve the social and cultural environment and wellbeing of Asian international students, additional
policies and initiatives are needed at the national/federal level that go beyond politicised references
and are consistent with everyday multiculturalism, the realities facing Asian international students, and
policies and initiatives on the ground at the state/local level.
