ABSTRACT
Curriculum cannot be a neutral artefact, an organisational tool for sequencing subjects, or a checklist of skills to be mastered. Rather, it is intensely political, epistemological and ethical, embedded as it is within wider struggles over authority, legitimacy and social reproduction. To define what counts as legitimate knowledge is therefore to define whose culture is validated, whose histories are silenced, and whose futures can be imagined. In this sense, curriculum constitutes both a symbolic and material ordering of society.
