Brian Barrett is associate professor in the Foundations and Social Advocacy Department and graduate research coordinator with SUNY Cortland's Urban Recruitment of Educators program.Ursula Hoadley is an Associate Professor working in the School of Education at the University of Cape Town. Her work focuses on pedagogy, curriculum and school organisation at the primary level, and she has published extensively both locally and internationally in these areas.John Morgan is Professor of Education at the University of Auckland. His research interests are in geographical education, the politics of the school curriculum and the cultural politics of schooling.

• Foreword From ‘social realism’ to ‘knowledge in education’ Michael YoungChapter 1. Introduction: social realist perspectives on knowledge, curriculum and equity John Morgan, Ursula Hoadley and Brian BarrettSection 1. Knowledge, curriculum and the social realist projectChapter 2. Connecting knowledge to democracy Elizabeth RataChapter 3. For knowledge – but what knowledge? Confronting social realism’s curriculum problem John Morgan and David LambertChapter 4. History as knowledge: humanities challenges for a knowledge-based curriculum Lyn YatesSection 2. Knowledge and the structuring of the curriculumChapter 5. A theoretical model of curriculum design: ‘Powerful Knowledge’ and ‘21st Century Learning’ Graham McPhail and Elizabeth RataChapter 6. Pedagogic modality and structure in the recontextualising field of curriculum studies: the South African case Johan Muller and Ursula HoadleyChapter 7. Conceptions of knowledge in history teaching Barbara OrmondSection 3. Curriculum structure and its effectsChapter 8. Teacher change in a changing moral order: learning from Durkheim Lynne SlonimskyChapter 9. Delocating and relocating knowledge: the dynamics of curriculum change in Singapore Leonel LimChapter 10. Recontextualisation and professionalising regions Jim HordernSection 4. Pedagogy and the structuring of knowedgeChapter 11. Flipping the script: teachers’ perceptions of tensions and possibilities within a scripted curriculum Brian Barrett, Anne Burns Thomas and Maria TimberlakeChapter 12. Scripted lesson plans - what is visible and invisible in visible pedagogy? Yael ShalemChapter 13. Pedagogic modalities and the ritualising of pedagogy Zain Davis and Paula Ensor

What is knowledge, how does it transform into a curriculum, and how can this be best done in a socially just way? These are three key questions facing sociology of education today. Knowledge, Curriculum and Equity seriously interrogates the relationship between these vital questions and then gives answers based on careful theorization and detailed empirical labour that lifts the field of sociology of education to a new level. Prof Wayne Hugo, School of Education and Development, UKZNDoes it matter which knowledge schools and universities teach, or is the curriculum epiphenomenal? This collection represents the most important body of critical curriculum scholarship on this question today. Groundbreaking, incisive, learned, it dares not to conflate knowledge with knowers and, therefore, is able to bring curriculum directly to the struggle for democracy and justice.Walter Parker, Professor of Education, University of Washington, SeattleThis book shows why knowledge matters in curriculum, and the difficulties in building a knowledge rich and socially inclusive curriculum and pedagogy. It engages with real problems teachers experience in classrooms in ensuring that all students have access to knowledge. I hope that it becomes a core text in teacher education programs and in the sociology of education.Leesa Wheelahan, William G. Davis Chair in Community College Leadership, Ontario Institute for Studies in Education, University of Toronto.