Description: There are several problems facing the geography curriculum in English secondary schools: first, the subject recently received a poor inspection report; second, its popularity in school external examinations is declining; third, it does not address ethical and political dimensions of knowledge; fourth, it fails to acknowledge the epistemological shift and, finally, the subject lacks status and is being 'squeezed out' of the school curriculum in competition with other subjects.The aim of this paper is to draw on the deconstructive and in-ventive perspective of Jacques Derrida (1974, 1978), to analyse knowledge in the school geography curriculum in England. I examine a selection of curriculum materials to investigate if any underpinning epistemological issues might be linked to its decline in status. Methodology: In practical terms, my Derridean framework rests on four analytical methods, each of which maps onto a theoretical tenet (Winter, 2006). The analysis of words, symbols and texts involves an examination of the trace-structure of meaning as manifested in curriculum materials. The analysis of figurations (such as diagrams, models), categories, frameworks and discourses involves an examination of totalising structures used to organise and systematise geographical knowledge. An analysis of who or what has been overlooked in the substance of geographical knowledge involves an ethical and political audit of responsibility. Finally, the possibilities of in-vention are explored to discover alternative, more imaginative, more moral and ultimately more objective forms of geographical knowledge.In the paper I critically analyse a school geography curriculum 'policy ensemble' of policy document, web page, textbook extract and students' written work related to the topic of sustainable development. Conclusions: The analysis shows how universalising discourses within National Curriculum knowledge, typified by binary formations, en-frame meaning in such a way as to conceal other ways of knowing. This concealment is shown to have ethical dimensions in respect to two forms of relationship to the other - to the marginalised other person or group, but also to the otherness of objects of geographical knowledge.I focus the discussion on the otherness of objects of geographical knowledge as a means of in-venting the possibilities for knowledge in the geography curriculum. The word geo-graphy means 'writing about the earth' and I argue that how we relate to the world - how we live the world, think the world and write the world should form the essence of geographical thought, policy and practice in the school curriculum. I draw on the work of Michael Bonnett (2003), Martin Heidegger (1968, 1971) and Iris Murdoch (1970, 1993) to discuss the possibilities for alternative, more imaginative and more just forms of geographical knowledge about sustainability in schools.