ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book addresses the matters of what can be called general curriculum inquiry. It makes reference to higher education and in particular to doctoral studies. The book continues the exploration of the problematical nature of social reproduction, cultural transmission and ideological communication but from a different angle. It continues the presentation of a particular view of pedagogy as 'teaching for learning' and as once again characterised necessarily, inescapably, by undecidability and complexity. The book discusses the fortunes and fate of English teaching in the recently installed national curriculum in Australia. It addresses more generally to the knowledge question and recent initiatives in national curriculum formation, opening up the question of English. The book looks more specifically at English teaching and the Australian Curriculum, or English in Australia in the context of a recently established national curriculum.
