ABSTRACT
This chapter talks about transnational education (TNE) in the context of local and global knowledge hierarchies, accentuating the importance of bringing to the fore the missing critiques based on the social reality and theorising undertaken in non-western countries by non-western educational actors. Dunn and Wallace argue that the character of knowledge transfer in TNE programs depend on individual academics. TNE has been transforming the landscape of the internationalisation of education over the last few decades. TNE programs have been criticised for their uncritical transfer of western knowledge, recognised the importance of professional learning of western educators in relation to developing context-specific programs, and encouraged reverse knowledge flow from offshore educational sites to Australia. Equivalence has been used as a major quality criterion in western policies regarding TNE. Discourses from the US about progress, democratisation and civilisation have been pervasive and influential in Latin America. The vestiges of colonialism and imperialism continue to shape the domain of knowledge production.
