During the early Cold War, the United States and the Soviet Union used adult literacy education to wield influence in "Third World" countries. Frank C. Laubach, the "Apostle of Literacy," wrote prolifically about adult literacy and conducted and advised literacy campaigns in more than 100 countries, yet his work is understudied…

This article critically assesses the works of Paul Monroe, Isaac L. Kandel, and the International Institute at the Teachers College, Columbia University, in the early twentieth century. Drawing on Edward Said's notion of contrapuntal reading, it presents a different account of their legacies that foregrounds the colonial and imperial realities of…

Presents the case justifying U.S. withdrawal from UNESCO. Discusses the range of support for this action among U.S. groups of various political orientations and other Western nations, the lack of any attempt at reform at UNESCO during the one-year waiting period before finalization of withdrawal, and circumstances under which the United States…

Examines U.S. criticisms of UNESCO that led to U.S. withdrawal from the organization last year and the extent of the damage done to UNESCO and to U.S. influence and international relations. Contrasts charges of inefficiency with UNESCO's global educational accomplishments. Suggests that many see the withdrawal as further proof of growing U.S.…

Analyzes factors leading to the withdrawal from UNESCO of the United States, its leading financial contributor. Discusses the organization's structural contradiction (a majority of members contributing 1% of total funding), limited participation by successive U.S. administrations, organizational bureaucracy and mismanagement, indifference to U.S.…

Introduces participants of a symposium on current controversies concerning UNESCO. Discusses contributions of UNESCO to the fields of comparative and international education and American government objections related to the large UNESCO bureaucracy and the political and ideological underpinnings of some UNESCO activities. (SV)

Discusses the role of international organizations such as UNESCO in promoting information exchange in the modern world system. Examines and refutes U.S. allegations that UNESCO has become "politicized," is highly inefficient, and supports media censorship. Calls for continued support of UNESCO by Western European countries and the…

Disputes claims that international scholarly exchanges are largely instruments of propaganda. Focuses on historical and contemporary concepts of diplomacy, and considers differing perspectives of international educational and cultural exchange programs as autonomous entities, part of public diplomacy, or components of propaganda. Uses…

Explores the social foundations and contradictions of formal multilateralism in education since 1945. Discusses the emergence of UNESCO in the 1950s-60s as mediator between developing and donor nations, construction of an ideology linking educational and economic development, the rise of "basic needs" programming in the 1970s, and the…

In recent years, many scholars have become fascinated by a contemporary, multidimensional process that has come to be known as "globalization." Globalization originally described economic developments at the world level. More specifically, scholars invoked the concept in reference to the process of global economic integration and the seemingly…

To counter criticisms that its foreign aid is self-serving, Japan has developed new technical and educational assistance programs for students and trainees from developing nations. However, elements of these programs appear to further domestic economic development and to maintain political relationships with local elites in recipient countries.…

The author suggests an agenda for comparative education research based on the metropolitan-hinterland paradigm, which emphasizes the economic and cultural exploitation of the Third World by rich nations. This is a revised text of the presidential address delivered at the 23rd Conference of the Comparative and International Education Society. (SJL)

Critiques the Reagan administration's emphasis on upgrading black education in South Africa as part of the U.S. policy of "constructive engagement" in southern Africa. Points out the improbability of expanding educational opportunities for urban blacks in a system focused on ensuring social control and white privilege through education.…

A comparison of literacy efforts and outcomes in Tanzania, Zimbabwe, and Botswana suggests that, when national literacy efforts are viewed within the framework of an exploitative and dynamic world economy, few general rules can be deduced about the importance of literacy or how to achieve it. Decisions about African societal priorities must be…

Describes Chinese projects of educational cooperation with the United States, Canada, Japan, Germany, and the United Kingdom, involving science and technology, management sciences, and human sciences. Discusses an ideal model of mutuality in international educational cooperation, characterized by equity, autonomy, solidarity, and participation,…