The crisis of curriculum arises as a consequence of the displacement of knowledge from the centre of curriculum by the dominant models of curriculum. Conservative, technical-instrumentalist and constructivist models of curriculum regard knowledge instrumentally and not as a causally important objective in its own right because of the access it provides to the nature of the world and to society’s conversation. Knowledge is subordinated to other curricular goals as each is primarily concerned about the social relations of knowledge rather than the epistemic relations. The conflict between these different approaches is, as Moore (2000: 27) explains, ‘about how different organisations of knowledge can be held to represent conflicting models of society’.