One of the key issues in the contemporary debate on education is student alienation from school, which can be linked to, among other issues, a discrepancy between national curricula and student migration experiences in the multicultural classroom. In order to create inclusive environments accommodating the diversity represented in the classroom and to help teachers develop tools strengthening "intercultural competency", this contribution introduces a project-oriented approach to teaching history based on the concept of narrative identity. The aim is to introduce new deliberative didactic methods to address migration in teaching history at school. Consequently, the contribution reflects the concept of narrative identity and its added value for classes on migration history. It also reflects on some crucial ethical aspects linked to the deliberative teaching on migration and maps the concept of normalization of migration at schools. As an example of good deliberative practice, the chapter presents a practical tool to normalize migration in teaching history classes by implementing the exercise "My Migration Story".