Ricerc@Sapienza

The aim of this chapter was to highlight the importance and the con- sequentiality of a specific kind of history education that happens when teachers decide to openly narrate to their students the crimes commit- ted by previous generations of their own group—crimes so far kept silenced and literally denied in the general social discourse. By applying to this teaching the discussion of Foucault (1983) on truth and social discourse, we propose to single it out from other kinds of teaching designed for learning about controversial issues (Leone 2012; Leone and Sarrica 2014).

This? ?paper? ?is? ?based? ?on? ?the? ?hypothesis? ?that? ?the? ?current? ?context? ?of? ?multicultural? ?classrooms, instead? ?than? ?simply? ?presenting? ?students? ?with? ?national? ?master? ?narratives,? ?requires? ?to? ?enhance? ?the didactical? ?goal? ?of? ?training? ?reflective? ?and? ?critical? ?citizens? ?of? ?new? ?multicultural? ?societies? ?(Seixas, 2017).? ?However,? ?despite? ?a? ?growing? ?critical? ?awareness? ?of? ?the? ?need? ?for? ?a? ?multicultural? ?approach? ?to historical? ?culture? ?(see? ?Carretero,? ?Berger? ?and? ?Grever? ?2017),? ?empirical? ?researches?