This article considers historical approaches to the sixties over the last thirty years, and argues in favour of an integrative transnational and thematic approach to the period. Rather than a conventional survey of historiography, it anchors its analysis in an account of teaching practice at a particular university, itself founded in the sixties. It considers the relationship between emerging research perspectives and teaching, taking into account biographical trajectories, institutional influences and constraints. By re-locating historical practice and perspectives in the ‘everyday’ encounters between researchers, students and institutions, it seeks to demonstrate how historians can connect with and historicize contemporary concerns.