This special issue stems from the 2022 Association for the Study of Modern Italy conference, reflecting on key turning points in modern Italian history through the lens of ‘small histories’. Drawing on contemporary international historiography and the contributions in the present volume, this introduction discusses how microhistorical, biographical and related approaches may challenge or refine dominant interpretations in that they abstract from ‘grand narratives’ to instead highlight dynamics and actors that may appear to be on the margins of major historical processes. The studies in this special issue engage in particular with the intersections of identity, space and memory. Themes such as Fascism, the reshaping of Italian identity through cultural policies and the creation of a collective memory, colonialism and postcolonialism, migration and evolving gender roles are explored in diverse contexts from interwar South Tyrol through to contemporary Palermo. Together, these ‘small histories’ demonstrate the methodological and interpretative richness of focused studies in tracing Italy’s transformation across the twentieth and twenty-first centuries. They challenge binaries such as centre–periphery and local–global, while shedding new light on the relation between individual experiences and the creation of shared spaces, memories and identities.

In recent years, the architectural legacy and so-called ‘difficult heritage’ of Fascist Italy has become a flourishing field of research. These topics have also begun to make their way into the undergraduate classroom. To date, however, there has been little research carried out into the methods we use to teach the history of Fascism in particular. In this short article, we outline how we have applied problem-based learning and scenario-based learning approaches to tackle this topic. After presenting three assignments, we explain the benefits associated with a PBL/SBL approach, summarised under the headings of interdisciplinarity, creativity and authenticity, before highlighting some aspects on which colleagues may wish to reflect if they are considering adopting a similar approach in their teaching.

Although designed primarily as a national institution, between the 1880s and the First World War the Italian army's military operations were all in the colonial sphere. By 1914, Italy claimed an extensive empire in East and North Africa. How far did imperialism shape Italian military culture and institutions? I identify ‘imperial thinking’ across nine areas of army activity. Italian colonialism relied on a pervasive narrative of Italian benevolence – italiani brava gente – with Italian conduct in war or as imperial rulers portrayed as inherently mild. This was accompanied by a set of anxieties we might term Adwa syndrome: after Italy's defeat by Ethiopia at Adwa in 1896, the Italian army was acutely afraid of possible violent uprisings by the local people. Many army officers expected betrayal and brutality from their colonial enemies or subjects, and acted accordingly. This outlook shaped the army's conduct both in the colonies and when dealing with European adversaries in the First World War. While the army of late Liberal Italy was structurally and doctrinally a national army, it was increasingly imperialist in mindset and outlook, which directly affected its conduct on and off the battlefield.