Introduction

This introduction presents an overview of the key concepts covered in this book. The book investigates the introduction and reception of the western-anglophone concepts in the northern Chilean context through the transnational education program of Futuro Infantil Hoy (FIH), to which the hierarchies of knowledge are intrinsic. Transnational education continues to be one of the sites where an obsession with western knowledge, be it compliance or critique, stifles non-western knowledge and non-western people' capacity to critique for productive educational uses. A critique-interpretive approach was used to describe and interpret the critiques of educational actors in the transnational teacher education program. Critique is deployed by ordinary people as an activity of staging dissensus that constantly redraws the lines of possibility for knowledge co-construction. The book examines how these critiques modulate the ascendancy of knowledge hierarchies to enfranchise non-western educational actors for theoretical knowledge production that addresses the local needs.