[Excerpt] Introduction: Relying on critical, post-critical, and de/anti-colonial perspectives, this chap-ter will dissect the concept and practices of citizenship education in initial teacher education in Europe with a focus on Portugal. It is a case study that attempts to unveil how to produce alternative ways to do alternative forms (Santos, 2014) of teacher education as a way to challenge curriculum epistemi-cides (Paraskeva, 2016a, 2016b, 2016c, 2018) and to decolonize citizenship formations. In doing so, the chapter examines a teacher education project at a Portuguese university that places itinerant pedagogical and curriculum inquiry (Paraskeva, 2011) as the driving force for initial teacher education at a post-graduate level as one of the social engines of a just Union against the backdrop of rising xenophobia, islamophobia, and right wing extremist parties. […]