ABSTRACT
Curriculum is commonly understood as a course of study or a syllabus. Even though these encoded versions of curriculum, which exclude student activity, pedagogy and classroom discourse, seem superficial, even they have the power to reveal what we think about the world and how we think about it. Every time a syllabus is drawn up and a list of topics to be covered is developed, the author of this work is saying this piece of the world, and not that, is worthy of notice. Curriculum — of any sort — provides an index to what matters to someone who has the power to determine that it should matter to someone else. When curriculum is conceived as comprehending all the aspects that constitute a particular educational experience — selection of the phenomena to be studied, of representations of that phenomena, of modes of operating on that phenomena, of social interactions, assessment — then its capacity to reveal how we live and think is even greater.
