The dissertation explores the significance of history for the enculturation and subjectification of the individual into society, and the production of social reality in the context of history lessons in school. Based on a two-year-ethnography in school, this research asks how belongingand difference are enacted in the contemporary history classroom of today’s post-migrant societies. It does so through a detailed analysis of a selected lesson on imperialism and colonialism. It argues that three core elements of a shared European/western social imaginaries are enacted in this process: Eurocentrism; nationalism; and racism.