ABSTRACT
Chapter 6 brings Young and his colleagues’ work of ‘bringing knowledge back in’, Bildung-centred Didaktik and Schwabian curriculum thinking together to argue for a rethinking of teaching and teachers in terms of content. The discussion yields an educational, curricular understanding of teaching and teachers by making three arguments – concerning teaching as (1) an intergenerational task, (2) an encounter between content and students and (3) an embodiment of curriculum thinking. It concludes by contending that teaching is an ethical and intellectual undertaking vital for social reproduction and innovation, human development and the flourishing of students, and that a teacher, being at the heart of such an undertaking, is a curriculum maker.
