Based oin ethnographuc studies of youth and school the article analyses constructions of Danishness as they take place in an around an educaitonal setting that sees itself as democratic, humanistic and oriented towards the global. I demonstrate how efforts of inclusion turn into its opposite positioning 'Danes' as superior to young people with an ethnic background ofher that Danish. The theoretical framework is informed by postmodern methodologies (Maclure 2006), Popkewitz's studies of cosmopolitanism and education (Popkewitz 2008) and Baudrillard's theory of the other (Baudrillard 2001)