The present paper deals with epistemological and methodological issues as these touch upon the products of educational practices related to the teaching of historical narratives in settings purposely created to facilitate dialogue, inclusion and recognition among children thought to be belonging in clearly differentiated and antagonistic groups in a conflict-ridden area--i.e. Israeli Jews and Palestinians, and Greek and Turkish Cypriots. It offers an overview of the sociopolitical and educational contexts the authors have studied and vignettes of some of the events that captured their attention and led them to critically approach present theorising on peace and multicultural education. It finalises with reflections on the epistemological and methodological issues the authors encountered in their studies.