<p>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 contested curriculum space drawing on a range of theoretical tools - Archer, Bernstein, Giroux, and Maton to name a few - to illuminate the contestation. Perhaps even more importantly they also draw on a range of voices from both inside and outside the academy. This book was originally published as a special issue of <i>Teaching in Higher Education.</i></p>
