The aim of this chapter is to discuss the parameters for a construction of a scholarly Cultural History of Education in South Africa. The historiography of South African education reflects the context (demographic and otherwise) of the country. Three clearly distinguishable paradigms are evident: a conservative Afrikaner paradigm, a liberal paradigm, and a neo-Marxis conflict paradigm. At this point in time, a Cultural History (or actually Cultural Histories) of Education is urgently needed to complement these three paradigms. While the first assignment of such Cultural Histories of Education is the explication of different conceptualisations of the educational past of the country, cultural historians of education cannot be stenographers only. The explicated histories should be taken further as the raw material for an intercultural dialogue and ;while steering away from the two caveats of allowing uncritically anything to go and foisting down one hegemonic version of history; these histories should be utilised to build a humane society and education system, worthy to take note of by the international community.