ABSTRACT
Perhaps the most significant Maoist legacy is the crystallization of the Three-Worlds Theory, linking symbolically and normatively China’s fate with that of the Third World in the enfolding challenge to transform the existing world order (Kim, 1980: 34). To explore transformative possibilities of international order in relation to the flow of students from Africa to China, the field of Comparative Education provided a useful theoretical framework. Specifically, the field provided an arena in which to begin to understand the place of Sino-African educational cooperation within the international academic order.
