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This article focuses on exploring the perspective of equity in curriculum. From a background of understanding curriculum as embedded in wider transnational policy movements, the author suggests a framework for exploring the trajectories between equity policy and different types of curricula with implications for what counts as knowledge. The results suggest that the technical form of the curriculum can have determining effects on the meaning of knowledge acquisition and that the capabilities approach offers an important frame of analysis for understanding how different aspects of equity are included or excluded in curriculum.