This study is centrally a discursive analysis of the technology curriculum that was produced as a result of educational reform begun in the 1980s. Specifically, it is an analysis of knowledge valued in the Technological and Applied Studies Key Learning Area in New South Wales. While technology curriculum has its origins in what appears to be a rational process of curriculum reform, designed to improve the employability of students in times of rapid technological change, this study identifies the implications of curriculum focused towards paid work goals for girls' education and, specifically, for home economics knowledge and practice. Of particular interest are the challenges to existing curriculum knowledge that were expressed in the Ministry of Education and Youth Affairs 1989 report 'Excellence and Equity: NSW Curriculum Reform'. This document positioned home economics curriculum as 'immutably gender stereotyped' and needing to be replaced with a gender-neutral technology subject. In conducting this analysis of technology which gives attention to the texts, practices and processes of curriculum development, it has become possible to suggest how gendered power-knowledge is discursively created, maintained, resisted and transformed within the multiple sites of curriculum production and recontextualisation. Through identification of cracks in the discourses, it has been possible to suggest action to sustain home economics knowledge and practice as technology. The study was inspired by personal reflection on the authors actions and reactions as a home economics educator who became a key contributor in the development and implementation of technology curriculum. The significance of this study for curriculum developers is that it draws attention to covert power- knowledge relations and the functions they perform in directing meanings and creating a regime of truth about a curriculum. Understanding how power-knowledge constantly circulates allows for those responsible for a curriculum to approach their task cognisant that the formal curriculum is but transient and subject to challenge from numerous other texts and practices. From the perspective of those who traditionally 'receive the wisdom' of the curriculum, this study offers educators an understanding of what went on in the formation of technology curriculum. Understanding curriculum as a social construction, far more than a technical rational process, allows for reflective use of that understanding in the search for morally defensible alternatives. As is demonstrated in this study, home economics knowledge and practice is constantly subjected to challenge yet has remained part of secondary school curriculum in New South Wales for over a decade. What constitutes home economics knowledge and practice is a constant dynamic, itself constructing and reconstructing teacher identities, requiring adjustment of knowledge and practice to the realities of contemporary society. During the nineties, home economics educators have acted to locate some home economics knowledge and practice as part of technology curriculum and thus to influence their own futures. This study, by identifying the range of possibilities through which home economics educators employ power- knowledge more effectively to resist discourses of technology and gender equity, offers hope to home economics educators.