ABSTRACT
Knowledge hierarchies in transnational education programs cannot be fully understood without investigating their manifestations within offshore local educational communities. This chapter examines the Futuro Infantil Hoy (FIH) participants' critiques of the epistemic relationships between the early childhood centre managers, teachers, technicas, and children and their families in the Antofagastan early education centres and communities. A two-part analysis focuses on the ways the local knowledge hierarchy assisted or encumbered early childhood education in Antofagasta, and the pedagogical strategies the FIH Program adopted to disrupt the local knowledge hierarchy. Cafe de Literacidad creates a meaningful centre or family partnership to support childrens' learning. The creation of Literacy Cafe was inspired by the FIH Program's introduction of pedagogical strategies like literacy trees and literacy quilts. A translator on the FIH Program was trained to assist the Zing learning sessions. The Zing-facilitated workshops enabled collaborative learning through disrupting the division of intellectual labour and its inherent knowledge hierarchy between teachers and technicas.
