This study addresses the problem of knowledge practices in Chinese vocational higher education institutions (HEIs) by using Bernstein's notion of a ‘pedagogic device’. China's distinctive context is characterised by a hybrid mix of discipline-based and competence-based curricula, providing a unique opportunity to explore the tensions inherent in a ‘relational’ approach. One specific concern is epistemic and social relations behind curriculum choices. A qualitative study of 29 experienced teachers revealed that government curriculum policies have led to the emergence of two types of vocationally oriented HEIs with differentiated knowledge foundations, of which teachers’ perceptions are influenced by the structure of occupational practice and the profiles of specific learners. The findings revealed that teaching through ‘powerful knowledge’ in vocational higher education goes beyond merely emphasising systematic knowledge. Instead, it necessitates acknowledging the role of power in defining what knowledge should/should not be taught and who is permitted access to it. © 2025 Informa UK Limited, trading as Taylor & Francis Group.
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