<p>The world 'announces' itself to us through the frameworks of our theories (Bernstein 2000, cited in Moore, 2007, p. 37).</p><p> The purpose of this text is to encourage teachers (both pre- and in-service) to engage in critical inquiry about the curriculum - about both 'what' and 'how' it is taught - and about the classroom and school contexts, as well as the local and wider social/cultural contexts. These can be investigated through multiple frameworks. The intent of the various chapters is to provide both theoretical frameworks and conceptual tools to inform teachers' inquiry with knowledge about the debates, arguments and research findings around educational issues. These frameworks are in relation to critical inquiry, the curriculum, social justice, social class, gender, critical multicultural and critical race theory, Aboriginal education, ethics, rural location and globalisation. Critical engagement with these topics and about their implications for curriculum policies and practices can deepen and situate teachers' inquiries in a wider context, beyond personal experience and opinion.</p>