Shamiga Arumuhathas
Position
Contact
Credentials
PhD
Area of expertise
Educational Psychology, Leadership Studies
- EDI Policy Educational Leadership
- International and comparative education
- Equity-oriented pedagogy
- Trauma-informed teaching and learning
Dr. Arumuhathas' teaching and scholarly work sit at the intersection of educational leadership, international and comparative education, equity-oriented pedagogy, and trauma-informed teaching and learning.
Drawing on Critical Race Theory, post-structural and decolonial frameworks, her work examines how policy, power, and institutional cultures shape experiences of belonging, well-being, and access across K–12, higher education, and international schooling contexts. She has extensive experience designing and delivering inclusive, community-responsive curriculum across undergraduate and graduate programs, including teacher education, work-integrated learning, and advocacy-focused courses.
Dr. Arumuhathas is deeply committed to relational, reflective, and justice-oriented teaching that supports diverse learners and reimagines education as a collective, ethical, and transformative practice.
Arumuhathas, S. S. & Stroud, R. (2026). Hyper-Visible in Branding yet Invisible in Practice: Conditional Belonging of Racialized International Students at Two Ontario Universities. In C. Smith (Ed.), Belonging, Identity, and Student Development in International Student Engagement (pp. 77-110). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-2600-2158-3.ch003
Arumuhathas, S.S. (2026). Intersectional realities: Addressing the gaps in equity infrastructure to include racialized international students at a Canadian university. Journal of International Students, 16(8)1-22. https://doi.org/10.32674/pzt79b15
Stroud, R., Arumuhathas, S.S, & Sider, S. (2026). Exploring inclusion within the policyscape of special education at international schools in Indo-Pacific countries. International Journal of Disability Policy and Advocacy, 1(1), 93–126
Arumuhathas, S. S., Stroud, R., & Butler, A. (2024, October 3). Why are fingers being pointed at racialized international students?. University Affairs. https://universityaffairs.ca/career-advice/why-are-fingers-being-pointed-at-racialized-international-students/
Stroud, R. & Arumuhathas, S. S., (2024), "Into the Void: Teachers’ Experiences with Student Well-Being, Program (in)Consistency, and Communication at International Schools", Wiseman, A.W. (Ed.) Annual Review of Comparative and International Education 2023 (International Perspectives on Education and Society, Vol. 48), Emerald Publishing Limited, Leeds, pp. 135-155. https://doi.org/10.1108/S1479-367920240000048008
Rezai-Rashti G, Arumuhathas S. S., Zhao C.F., Leung V. (2024). Racialized International Students and Their Experiences in a Canadian University During COVID-19 Pandemic. Journal of Higher Education Policy & Leadership Studies. 5(1), 8-24. doi:10.61186/johepal.5.1.8 URL: http://johepal.com/article-1-625-en.html
Arumuhathas, S. S. (2024). Beyond Expectation: Problematizing the Performance of Femininity in “Backfisch” Literature. Journal of Childhood Studies, 1-5. https://doi.org/10.18357/jcs21637
Arumuhathas, S.S., (2023). Navigating Perspectives: Unpacking the Discourse Surrounding International Student Experiences in Canadian Higher Education. The Canadian Journal for New Scholars in Education/ Revue Canadienne des jeunes chercheures et chercheurs en education (CJNSE/RCJCÉ).
Arumuhathas, S. S. (2022). The Dislocated ‘Outsiders’ within International Canadian Higher Education. The Canadian Journal for New Scholars in Education/ Revue Canadienne des jeunes chercheures et chercheurs en éducation (CJNSE/RCJCÉ). 13(1), 43-49.