Jing Qi is an educational researcher at the Faculty of Education and Social Work in the University of Sydney, and in the Centre for Educational Research, University of Western Sydney, Australia.

Transnational education seeks equivalence in standards and/or relevance of outcomes through the transfer of Western theories, concepts and methods. Utilising a critique-interpretative approach, Jing Qi argues that equivalence/relevance-oriented approaches to transnational education assume the legitimacy of the global knowledge hierarchy. Euro-American educational theories are imposed as defaults in non-Western educational communities of imagined consensus

1. Introduction 2. The Neglected Critique 3. Critiques in a Networked-hutong 4. Critiques of the Global Knowledge Hierarchy 5. Critique-mediated Concept Translation 6. Western Concepts, Non-western Critiques 7. Refashioning the Local Knowledge Hierarchy 8. MentorAship and Local-global Epistemic Mobility 9. Staging Dissensus: Critiques of knowledge hierarchies