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This article argues for a redefinition of international education to take account of its political implications in the contemporaryera. Accepted goals of international edu cation such as global competence are incoherent and, more important, morally, philosophically, and politicallyinadequate. This is especiallytrue in the American context in light of the United States’s role as a real or perceived global hegemon. The article describes several experimental collaborative programs, jointlycreated by American and international educational institutions, which demonstrate the viability of international education projects that incorporate an anti-hegemonic stance based on principles of mutualityand equality.

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