Surprisingly, aside from a contribution made by Jansen (1999a) at the turn of the twentieth century, there has virtually been no debate on the historiography of the curriculum in South Africa. Although scholars such as Muller (1996) and Fataar (2006) have begun mapping out the intellectual terrain of the sociology of education and education policy, the history of the field of curriculum studies has not systematically been examined. We have not yet seen an accounting, much less a classification, even in Jansen's work, of how the story of the curriculum and its making is told and what implications such narrations might have for issues of inclusion and exclusion (see, for example, Pinar et al. 1995; Pinar 2001).