Curriculum reform and the resultant learning and teaching processes is the focus of this book. Since curriculum reform is a major part in the facilitation of epistemological access necessary to acquire the knowledge resources necessary for societal critique, as well as material success, this book presents curriculum as an aspect that is beyond just topics to be covered. This understanding includes asking questions about from which texts are drawn upon to tackle these topics, as well as questions about: Who does the teaching? How is the teaching carried out? Who does the learning? How is the classroom set out? Who does the speaking in class? What behaviours, including reading and writing practices, are permitted? Which behaviours are seen as appropriate and inappropriate? From whose world view are answers to these questions? In addition to all these dimensions of the curriculum, the book also acknowledges that learning can happen outside the formally planned curriculum, and that conversations at home, in residences, and experiences on the sports field also have consequences for student learning.