The social realist “coalition of the minds” in the sociology of education places knowledge as an object at the centre of the discipline’s inquiry. In a little over a decade, books and articles by Michael Young, Rob Moore, Johan Muller, John Beck, Leesa Wheelahan, and Karl Maton among others have addressed the topic of knowledge in education to ask about knowledge production and reproduction. Their question is the one with which I began this book—what should be taught in schools? The inquiry ranges across a number of themes. They include theorising the sociality of knowledge, identifying and explaining the influence of social constructivism, identity,‘voice’ or ‘standpoint’ approaches and their role in the influence of relativ- ism in education, along with trying to understand why educational studies has not developed a theory of knowledge despite the centrality of knowl- edge in education.