This article investigates the opportunities provided to Christian educators within national curriculum development, its implementation, and pedagogical practices within a postsecular age. By highlighting opportunities created by boundary crossing and worldview transitioning during change, it considers the proactive prospects afforded Christian educators in highly secularised nations to influence knowledge claims and develop education policy. Opportunities arise from changing church-state relations, the secular-religious influences in education policy, and biblically informed knowledge construction as it affects the rules of engagement and pedagogical practices with a nation's curriculum. Next, challenges to currently held views of curriculum and pedagogy occur within the debates and issues arising within Australian education policy. The issues involve the human endeavour, historical developments, essential content and the relationship between essentialism and pedagogy. Finally, it offers a way forward through revisiting and reconceptualising Christian education for the twenty-first century.
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