Textbooks are a decisive instrument in shaping historical narratives, identities, and collective memory. Indeed, textbooks are at the intersection of politics, pedagogy, and ideology, as they highlight and could silence the past. Drawing on comparative and transnational perspectives, this book focuses particularly on (anti)colonial and postcolonial representations within the Atlantic space. It explores how former imperial powers and former colonies negotiate contested histories in educational media. The chapters analyse cases from Portugal, Spain, Brazil, Mexico, Argentina, Italy, the United States, Cabo Verde, and Guinea-Bissau. Special attention is given to themes such as Eurocentrism, nationalism, racism, migration, slavery, and colonial violence. The volume also addresses the impact of dictatorships, democratic transitions, and globalisation on textbook production and reform. By examining both what is narrated and what is omitted, the contributors reveal persistent myths and emerging critical approaches. The Atlantic serves as a central metaphor for memory, silence, and historical entanglement. Overall, the book calls for a more inclusive, decolonial, and ethically responsible history education.