Abstract
Abstract Empowered by global movements like Millennium Development Goals (mdg s), Sustainable Development Goals (sdg s), and Education for All (efa), the field of international education policy continues to help improve educational access and quality for millions of children and adult learners worldwide, including those affected by extreme poverty. However, often times the way that educational policy and programming is conducted in global South does not always reflect the positive ideals behind these goals. This piece examines ongoing trends of unethical partnerships, policies, and practices in contemporary international education. Reflecting legacies of neocolonialism and ethnocentricity, these problems can create a toxic development culture and minimize authentic collaboration at all levels. Yet, through engaging in a dialogue about these issues, we may begin to make valuable changes that help foster true partnerships and more effective, sustainable change for those most in need.
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