ABSTRACT
A central concern of comparative educationists has been the dynamics of cultural transactions and interactions and the transfer of knowledge across cultures (Welch 1993). Concerns over the role played by First World countries in the development of Third World countries are an important facet of this book. From a variety of standpoints and interests, the current disillusionment with transfer of the technical means of economic development, which has failed to result in the establishment of a broadly based, indigenous system of quality education, are illustrated. Instead, much of the interaction is perceived largely to have supported existing power structures by maintaining or even strengthening traditional elites. And even these elites have not been liberated in this process from continuing dependence on the First World.
