Also published in Spanish.

This book examines the generally unrecognized role played by the Carnegie, Ford, and Rockefeller foundations in support of United States foreign policy, particularly since 1945. The foundations' efforts on behalf of American interests abroad have focused primarily on their support for a number of institutions of higher education in strategically located Third World nations. These institutions, modeled after foundation-supported American universities, were designed to train Third World leaders in norms that would encourage them—minimally—to assume a posture of neutrality toward American economic and political penetration of their societies. Dr. Berman's study challenges the oft-asserted, but undocumented, thesis of the American political right that these liberal foundations historically have pursued policies detrimental to United States interests. The evidence indicates how foundation policies and programs were formulated after close consultation with leaders of the American corporate sector and government officials, and how their activities were designed to further the objectives determined by those who influence the direction of United States foreign policy.

We are pleased to introduce this inaugural volume in the PSCIE Series—Beyond the Comparative: Advancing Theory and Its Application to Practice—which expands on the life work of University of Pittsburgh Professor Rolland G. Paulston (1929-2006). Recognized as a stalwart in the field of comparative and international education, Paulston’s most widely recognized contribution is in social cartography. He demonstrated that mapping comparative, international, and development education (CIDE) is no easy task and, depending on the perspective of the mapper, there may be multiple cartographies to chart. The 35 contributors to this volume, representing a range of senior and junior scholars from various CIDE backgrounds and perspectives, celebrate the life and work of Paulston by addressing issues, perspectives and approaches related to charting the future course of the field. The volume reports on new research in several genres as well as conceptual analysis. As the title suggests, authors were encouraged to go “beyond” established canons of CIDE. The cover art, The CIDE Theoretical Compass, was conceptualized by the editors and depicts that theory selection and theory generation are an ongoing and important process in comparative, international, and development education (CIDE). The image was designed by artist Natalie Jacob, which positions the CIDE Theoretical Compass over Rolland G. Paulston’s 1993 concentric circle map.