What is significant is that the curriculum is always linked to institutional decision-making. Any such discussion must continually address multiple and interconnected issues: what subject matter is to be taught; what content should be selected; why this subject matter should be taught and this content selected; how it should be taught; for whom it should be useful; and whose knowledge it represents. Today, these questions are crucial as we face social, political and cultural changes that challenge ideas about educating citizens for new futures as well as ideas regarding the very core processes of teaching and learning.