Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question.

Introduction: Engaging Curriculum? Section I 1. Rethinking the Representation Problem in Curriculum Inquiry 2. Curriculum, Representation, Democracy 3. Addressing the Curriculum Problem in Doctoral Education 4. From Communication Studies to Curriculum Inquiry? 5. Curriculum AND Pedagogy? A Complicated Conversation 6. Teaching for Difference: Learning Theory and Post-Critical Pedagogy Section II 7. Still Insisting on the Letter? Literacy Studies and Curriculum Inquiry 8. Reviving Rhetoric? English Teaching, the Literacy Challenge, and Curriculum Change 9. Curriculum, ‘English’ and Cultural Studies; or, Changing the Scene of English Teaching 10. A Question of Value: English Teaching, Cultural Studies, Curriculum Inquiry 11. English Teaching, the Knowledge Question and the National Curriculum 12. English in the Australian Curriculum: An ‘Exceptional’ Subject? Afterword: English Teaching as Curriculum Inquiry

"What is curriculum? Who decides what it is? What might it become? Informative, stimulating, scholarly, and of relevance far beyond English teaching and the Australian context, this book by one of our leading theorists is a must for any educator accepting its invitation to engage with curriculum constructively, critically and imaginatively. Engaging Curriculum not only encourages us to turn our critical gaze on key curriculum issues of our time, but presents curriculum itself as a fascinating object for interpretation."-- Alex Moore, IOE University of London, UK"As one of Australia’s most distinguished contributors to the transnational literatures of both curriculum inquiry and English education, Bill Green raises questions concerning each of these fields, and the complex assemblage produced by their juxtaposition, that many readers might not have thought to ask. If there is, indeed, a ‘divide’ between curriculum theory and English education, Green’s engaging essays and constructively critical historicising in this book not only ‘bridges’ it, but also goes a long way towards healing it."--Noel Gough, Professor Emeritus of Education, La Trobe University, Australia