We argue that the case of technology education in British Columbia demonstrates quite readily the invulnerability of teachers, as a group, to curriculum reform. While technology teachers have been able to negotiate centralized control with relative political ease and autonomy, they have been much more vulnerable to economic and cultural forces. The result of this mix of autonomous, union‐based politics and an ambiguous cultural stance is a stagnant curriculum that averages tradition and innovation. In making this argument, we draw on historical and survey data related to school practices and on Ministry of Education enrolment data disaggregated by sex. Theoretically, we cast these data in a politics of curriculum framework informed by the work of scholars such as Goodson and Hargreaves. © 2003 Taylor and Francis Group, LLC.
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