A crucial point made by these scholars is that, for some people, the Thai experience in adopting systems developed in the West has been a matter of uncritical acceptance, rather than of implementing policies or methods based on sound research and critical reflection. Thailand is not a special case but elsewhere. In Vietnam, for example, ―Vietnam‘s teachers of English attach great status to materials and methods developed by … applied linguists [from Western native-speaking countries], even though these may not be appropriate for Vietnamese conditions‖ (Denham, 1992, p. 61). As mentioned earlier in the scholastic dimension, Canagarajah (2002) points out that local knowledge and scholars are always eclipsed by Western knowledge and scholars with their extensive publishing and academic networks. This climate creates the Western hegemony of knowledge in which all the knowledge—no matter who originally discovered it or where it was originally discovered—has to be appropriated by Western scholars. Hence, Canagarajah (2002b) and Okasaki (2005) argue that the local researchers, educators, and teachers seem to unwittingly and uncritically adopt Western policies or methods because they are trapped into the marketing strategies heavily invested by Western dominated scholarship. As Okasaki (2005) puts it: