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This paper outlines a conceptual framework in order to systematically discuss the meaning of intercultural learning in history education and how it could be advanced. We do so by bringing together theories of historical consciousness, intercultural competence and postcolonial thinking. By combining these theories into one framework, we identify some specific and critical aspects of historical learning that are relevant for today. We have constructed a matrix with three rows of narrative abilities intersecting with three columns of intercultural dimensions. This generates a matrix that consists of nine cells. By formulating a set of questions and answers for each cell, we outline learning applications and demonstrate how the historical and intercultural concepts are mutually enriching. The framework addresses two issues: firstly, the intercultural historical competence that may result; and secondly, how it can be developed. This can be used by researchers to analyse the intercultural elements of historical learning, in schools and in society, and by educators to construct relevant learning activities.
Nordgren et al. (Mon,) studied this question.