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Perhaps even more importantly, the speech forces us to think afresh about how the knowledge that gets included in the curriculum gets selected. What knowledge? Whose knowledge? What knowledge is to be excluded? By merging the wikirriculum ideal of the curriculum into a politically right view of the importance of conservative restorationism, Michael Gove's speech invites particular kinds of voices and concerns into the debate about curriculum reform. Will we end up with some kind of politically rightist remix of the open source curriculum ideal?

Instead, geek politics will govern and control the curriculum of the future. Which leaves us begging the question, is the curriculum of the future too important to be left to geek politics?

However, process and praxis models of curriculum also present problems in the context of informal education.  If you look back at at our models of process and compare them with the model of informal education presented above then it is clear that we can have a similar problem with pre-specification.  One of the key feature that differentiates the two is that the curriculum model has the teacher entering the situation with a proposal for action which sets out the essential principles and features of the educational encounter. Informal educators do not have, and do not need, this element.  They do not enter with a clear proposal for action.  Rather, they have an idea of what makes for human well-being, and an appreciation of their overall role and strategy (strategy here being some idea about target group and broad method e.g. detached work).  They then develop their aims and interventions in interaction.  And what is this element we have been discussing?  It is nothing more nor less than what Stenhouse considers to be a curriculum! 

This definition allows us to understand the formal education provided by schools and informal learning alike as forms of pedagogy.

Code constitutes the "hidden curriculum of electronically mediated learning."