In this module, students will develop a deep understanding of curriculum by engaging in curriculum literature and reflecting upon the historical and contextual forces which shape curriculum work and the role of teachers and curriculum professionals in its development. With their new-gained knowledge of curriculum change and development, they will examine their own particular contexts of practice by reflecting on their own assumptions, predispositions, and biases about the curriculum. Students will critique key aspects of curricula for Bhutanese schools against dominant curriculum discourses and models and develop proposals for change and improvement. The module is participatory, practice-based, contextual, and critical entailing constructive critique of education and other values and assumptions that inform curriculum development and practice.