The session discusses ongoing research. We present a German project involving students from Winneba (Ghana), Dar es Salaam (Tanzania) and Hamburg, and proposes a concept for a teaching project structure focused on “de-constructing” memory culture(s)., that might facilitate multiperspectival history education. A recently initiated Swedish collaborative research project, “The common space” explores the ways that heritage can be incorporated into history education and used to address processes of migration and cultural encounters. The cultural heritage in Sweden is seen as part of "a common space" that affords rich opportunities to highlight the ways multiculturality has always been inherent to history. Researcher, museum educators and history teachers work together to develop an educational resource to guide intercultural education (school years 4, 5, 6 and newcomers). Finally, we report from an initial study associated with “The common space” project where one researcher and three primary school teachers collaborated in an action research project with inspiration from a History labs framework. The hypothesis was that concrete historical artefacts such as coins could be powerful in initiating and practicing disciplinary inquiry and promote intercultural historical learning with younger children. The presentation exemplifies how teaching can be designed around historical artefacts, and addresses the questions of what aspects of the teaching seem to enable, and impede, intercultural learning and the practice of disciplinary inquiry.