ABSTRACT
This chapter investigates the forms of critiques that educational actors in a transnational teacher education program have mobilised to modulate the ascendancy of knowledge hierarchies in support of building local capacity for knowledge production. The primary focus has been on whether and how such critiques have widened the concerns of the Futuro Infantil Hoy (FIH) program to go beyond unilateral knowledge transfer of western concepts, and enable knowledge co-construction. The chapter discusses the key elements that incorporate in a conception of critique in transnational education programs, given the need to account for the relationship between critique and knowledge. It reviews that educational actors in FIH were critical of the ways global and local knowledge hierarchies restricted innovative knowledge production in early childhood communities in northern Chile. The Zing-facilitated workshops enabled collaborative learning through disrupting the division of intellectual labor and its inherent knowledge hierarchy between teachers and technicas.
