ABSTRACT
This chapter examines critiques of varied manifestations of global knowledge hierarchies and their implications for the development of Transnational Education (TNE) programs. TNE programs are reoriented to enable networked knowledge exchange to build the local capacity of host countries and regions, and to benefit educational communities globally. Developing meaningful TNE programs needs to encourage multidirectional flows of knowledge. This requires not only reducing the Eurocentric character of knowledge transfer, but also discovering and engaging local theories, concepts and other forms of knowledge. The chapter examines Futuro Infantil Hoy (FIH) educational actors' critiques of the global knowledge hierarchy. It presents an analysis which shows that their critiques and engagement of critiques have to a certain extent modulated the ascendancy of this hierarchy as manifested in the FIH Program. It suggests an alternative methodology to the development of TNE programs using the following methods: refocusing program outcome; reclaiming program design; repositioning the program; and program participants.
