In this issue:

• Making sense of curriculum
• Curriculum shockwaves? Geography, science, and the Canterbury earthquakes
• The challenges of the diverse media landscape when learning about current events in the social studies classroom
• Identity struggles: Korean stories on transitioning to secondary school from primary school
• Social sciences and the key competencies: A practitioner reflects
• Relevant, useful, and meaningful learning opportunities in science using Building Science Concepts
• Navigating and noticing: Preservice teachers’ journeys in planning mathematics programmes
• The tightening noose: Scientific management and early childhood education
• Policy and practice in New Zealand primary mathematics
• Challenging hegemonic understandings in compulsory risk management and rehabilitation of intellectually disabled offenders through curriculum design
• Alexandra C. Gunn reviews Joce Nuttall (Ed.), Weaving Te Whāriki

This issue of Curriculum Matters celebrates a range of positive acts of thoughtful critique in response to a prevailing climate of educational change. While some authors take an overt and deliberate stand against current curricular and educational policy directions, others quietly keep progressive ideals alive through their creative, reflective and innovative practices.

This issue of Curriculum Matters contains an enticing range of articles across themes of culture and diversity and contested and contradictory notions of curriculum. Three articles  explore  aspects of the social sciences curriculum and three focus on mathematics, including an exploration of curriculum change in mathematics through the lens of Parliamentary discussion over the past two decades. One article  challenges the borrowing of epistemological concepts from one cultural context for use in another, using the example of the concept of hauora, while another discusses equity and diversity at the level of teacher practice. In the editorial, Carol Mutch reflects on a year of turmoil, including the Christchurch earthquakes and the Pike River mine explosion and what the response to these events might teach us about the connections between crisis, curriculum and citizenship

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Articles in Assessment Matters are offered online here as soon as they are finalised.