Abstract
Brauch discusses the genre of history curricula as a specific narrative developed under the influence of societal, pedagogical, political and academic changes. The chapter takes a look at curriculum research in Western countries dealing with conflicting interests as to the question whose stories should be learned in school and how. She argues that history education, in democratic societies aiming at fostering reflective historical consciousness, naturally deals with ‘contested history’, being aware of the multiperspectivity of historical narratives. She proposes to use history curricula in history teacher education to give future teachers insight into the specific epistemology of the genre in order to foster their skills at reflective history teaching competencies, and, ultimately, to help them foster historical consciousness in their students.