This chapter revisits the interview data collected for the transnational study of criticality in the History learning environment in Sweden, Russia, and Australia (Ivanov, 2016) and examines the historical bodies and spaces (Scollon & Scollon, 2004; Blommaert & Huang, 2009) as evidenced in discourses in place (Scollon & Scollon, 2004). To achieve this, the data are re-analysed by the tools of mediated discourse analysis (Scollon, 2001; Scollon & Scollon, 2004). The collected interview data contain a number of reported practices of criticality in the upper secondary History classrooms that reveal how these practices “fit into the fabric of people’s experience and the cultures in which they live” (Jones, 2014, p. 42). Given that criticality is a crucial educational goal in the selected national contexts, understanding what historical bodies teachers and students are bringing to the classroom might equip the policy makers with an adequate basis for conscious revisions of curriculum.