In this article, the research findings of a deconstructive visual ethnography focused on the production of immigrant girls' identities will be analysed. This collaborative research project involved experimentation with a dialogic curriculum aimed at creating diverse identity narratives with immigrant girls at an urban primary school in Barcelona. Using a theory of subjectivity based on feminist post-structuralism and subaltern studies, I will deconstruct: (1) the role of 'subjugated knowledges' when the curriculum is used to rewrite children's cross-cultural narratives and (2) the production of local/global children's identities through the interaction between ethnic, racial, gender, age and social class subjective and learning positions and and (3) the creation of new curricular spaces and times in which differences are empowered and distance is transformed between schools and families, public and private knowledge, official and subaltern identities, as well as between teaching and research. {\textcopyright} 2009 Taylor {\&} Francis.