For more than sixty years, curriculum theory has been a central part of pedagogy, Didaktik and educators’ professional work, providing concepts and perspectives that elucidate and connect theory, practice and teachers’ proven experiences in teaching and schooling in the Nordic countries. Pressing challenges raised by issues of world health, climate and environmental sustainability, democracy and welfare, cultural and individual diversity, digitalisation, and new circuits of information flow in academia and society address foundational curriculum questions, such as what to teach, how and why, and call for new research approaches. 

The potential of powerful curriculum theorising to inform and improve education policy and practice – between hope and happening – is still, to a large extent, remains underexploited. Aiming to explore these issues and challenges in greater depth the presentation examine what might constitute ‘powerful’ curriculum theorising, that is, not only commenting on but critically and constructively engaging in and exploring forms of inquiry that can contribute to the advancement of Nordic education in times when pressing challenges are faced.