Ricerc@Sapienza

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? ?conducted? ?in countries? ?all? ?over? ?the? ?world? ?still? ?show? ?a? ?strong? ?opposition? ?to? ?the? ?idea? ?of? ?eroding? ?national frameworks? ?of? ?historical? ?accounts,? ?opposition? ?shared? ?not? ?only? ?by? ?the? ?public? ?at? ?large? ?but? ?also? ?by policymakers? ?(Carretero? ?2011).
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Therefore,? ?in? ?spite? ?(or? ?perhaps? ?because?)? ?of? ?the? ?new? ?historical? ?condition? ?of? ?globalization? ?we? ?are living? ?in,? ?empirical? ?data? ?are? ?showing? ?that? ?history? ?teaching? ?is? ?still? ?very? ?focused? ?on? ?the? ?building? ?of an? ?"imagi-nation"? ?(Carretero,? ?2017),? ?struggling? ?against? ?evidence? ?to? ?overlap? ?the? ?contemporary “we”? ?with? ?the? ?historical? ?“we”.
Taken? ?into? ?account? ?this? ?tension? ?between? ?contemporary? ?insurgence? ?of? ?the? ?need? ?for? ?a multicultural? ?historical? ?culture? ?and? ?the? ?permanence? ?of? ?national? ?frameworks? ?of? ?historical accounts,? ?a? ?research? ?question? ?emerges.? ?When? ?facing? ?the? ?history? ?curriculum? ?they? ?are? ?presented with,? ?as? ?a? ?guideline? ?due? ?to? ?the? ?policy? ?of? ?their? ?governments? ?–? ?governments? ?that? ?in? ?Western societies? ?are? ?expected? ?to? ?keep? ?changing? ?in? ?time? ?according? ?to? ?democratic? ?rules? ?–,? ?to? ?what? ?extent and? ?how? ?may? ?history? ?teachers? ?“make? ?use? ?of? ?this? ?guidelines? ?with? ?content-driven? ?creativity” (B