Abstract
The present paper intends to contribute for reflections about the curriculum that challenges prejudices related to marginalised racial and ethnic identities. The arguet is that the curriculum could benefit from a post/decolonial multicultural perspective that focuses on interseccional and hybrid approaches geared towards challenging the essentialisation of identities and binary approaches that freeze them. I discuss consequences of the multicultural approach for a curriculum that intends to challenge racism. I present possible dimensions for the analysis of multicultural curricular experiences, informed by that perspective. I intend the text to possibly contribute for raising reflections and dialogues about future roads towards anti-racist and multicultural curricular approaches for teacher education. 
Highlights
The present paper intends to contribute for reflections about the curriculum that challenges prejudices related to marginalised racial and ethnic identities
The arguet is that the curriculum could benefit from a post/decolonial multicultural perspective that focuses on interseccional and hybrid approaches geared towards challenging the essentialisation of identities and binary approaches that freeze them
I intend the text to possibly contribute for raising reflections and dialogues about future roads towards anti-racist and multicultural curricular approaches for teacher education
Summary
The present paper intends to contribute for reflections about the curriculum that challenges prejudices related to marginalised racial and ethnic identities.
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