In my contribution I focus on two of the primary aspects central to this network: first, the question of historical writing and second, the concept of interculturality. Beginning with a critical evaluation of traditional historiography from a postcolonial perspective, I will outline some of the main positions and thus clarify its implications for an understanding of history and, consistently, for historiography itself. In the second part, I will concentrate on the term “interculturality” and the negotiation of its meaning. As I assume that understanding and applicability of concepts is context-dependent, I will focus on the development of the discussion about “Interkulturelle Pädagogik” (intercultural education) in Germany from the mid 1980s onwards. In a short discourse-analytical survey I will outline the criticism of the so called “Ausländerpädagogik” (special education for foreigners) – an approach from the 1970s – and the resulting different approaches of the “Interkulturelle Pädagogik” as well as their epistemological and conceptual principles. To conclude, I will undertake a critical analysis to the implicit meaning of cultural differences within the term “interculturality” itself – and hence plead for a historiography of educational processes from the paradigm of transculturality. The author suggested the following areas of focus: 4. Historiographical challenges.