Abstract
This chapter explores the relationship between language, prejudice, and decolonizing the curriculum. Taking a raciolinguistic perspective and focusing on schools, it shows how mainstream contemporary practices in curricula building are anchored to European colonial logics in which the language and cultural knowledge of racially marginalized communities is perceived as inferior. It describes some of the historical and contemporary efforts in decolonizing curricula in schools, especially work produced by communities who have had their language practices discredited by colonial regimes. It closes with a discussion of future work in decolonial and anti-racist projects, and signposts some resources and materials which others have produced as part of these.