This edited collection is dedicated to exploring what a socially just curriculum reform agenda might involve. The authors share a commitment to socially just curricula and a concern about the ways in which curricula are deeply implicated in the processes of producing and reproducing inequality. Each chapter opens up a different vista on the cont

Suellen Shay is Associate Professor and Dean in the Centre for Higher Education Development at the University of Cape Town, South Africa. Her career has spanned a range of types of educational development work, including language development, curriculum development, and staff and institutional development.

Tai Peseta is Senior Lecturer at the Learning Transformations Team, Learning Futures Portfolio at Western Sydney University, Australia. She is also Senior Fellow at the UK Higher Education Academy (SFHEA), and International Research Fellow at the Research Institute for Higher Education, Hiroshima University, Japan, and holds honorary appointments at The University of Sydney and Deakin University, Australia.

Introduction: A socially just curriculum reform agenda 1. On the making and faking of knowledge value in higher education curricula 2. Asserting academic legitimacy: the influence of the University of Technology sectoral agendas on curriculum decision-making 3. 'I take engineering with me': epistemological transitions across an engineering curriculum 4. Curriculum contestation in a post-colonial context: a view from the South 5. Contesting the violence of Tylerism: toward a cosmopolitan approach to the curriculum of second language teacher education 6. The influence of curricula content on English sociology students' transformations: the case of feminist knowledge 7. The necessity and possibility of powerful 'regional' knowledge: curriculum change and renewal 8. Interdisciplinary curriculum reform in the changing university