This article concentrates on the role of education in countering the traumas produced by migrations in the contemporary Mediterranean area. It focuses on the Italian situation, analysing three recent works (by Franco Lorenzoni, Mario Tagliani and Eraldo Affinati) that are concerned with experiences of teaching in intercultural contexts. I argue that these books show the need to break the mould of pedagogical practices in order to attempt a recomposition of Mediterranean fractures. More specifically, Lorenzoni offers his primary-school pupils a series of unconventional approaches to making sense of the changing world around them; Tagliani employs some analogous methods with his juvenile prisons’ classes; and Affinati radically abandons the traditional context of teaching when visiting The Gambia with his student Khaliq, turning this journey at the same time into an educational experience. In its concluding section, the article relates these narrations of pedagogical experiences to teaching practices and theoretical orientations developed by some exponents of critical and postcolonial pedagogy, notably Lorenzo Milani and Gayatri Spivak.