Curriculum formation: a case study from History

Drawing on the work of Bernstein and Maton and using a case-study approach, this study explores the formation of an undergraduate history curriculum at the University of Cape Town. This article focuses on two periods of curriculum formation referred to as history as canon and history as social science. With respect to these two curriculum periods the findings reveal the privileging of different kinds of historical educational knowledge, as well as the promotion of different student identities. The article also argues for the need for a more fine-grained conceptual framework for the study of knowledge and curriculum in higher education. The article concludes by highlighting the importance of this kind of research as pressure for curriculum reform intensifies in South Africa.