In the next few years, the number of international students, including graduate students, in Canada is expected to increase considerably (Cudmore, 2005). Simultaneously, recent funding cuts to higher education in a more neoliberal policy climate leave these students with fewer services to facilitate their integration into the host community (Hellsten & Prescott, 2004; Trice, 2004). One important way in which students become integrated is by participating in civic engagement projects. This study examined how, in the current policy climate, international graduate students are taking part in such projects. / Based on semi-structured interviews with six international graduate students in the field of education in Quebec, the study showed that students embraced a more Deweyan perspective of education and successfully participated in civic engagement projects despite many challenges, such as an academic culture that provides little active support for their involvement in civic engagement activities. The study concludes with recommendations so that universities can provide such support.

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