Afterword

Abstract

This provoking collection has both interrogated and advanced the field of curriculum inquiry. Framed by an international curriculum conference held in Melbourne, Australia (2018), yet looking further afield, the chapters taken together present a compelling argument for why questions about what counts as curriculum are fundamental to how we theorise, understand and engage with the purposes of education. But the book also does more, in its privileging of place and critical attention to the situated-ness of curriculum inquiry and practice. The importance of recognising the geo-politics of knowledge is both a well-known mantra and a statement that demands more substantial consideration than it i..