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.&nbsp