To transform education and make it more inclusive or need for questioning, rethinking and reinventing hegemonic privileges?43 When considering significant changes needed in order to transform and make education more inclusive in Sweden, this paper dwells on teachers’ (and other staff’s) hegemonic pedagogical practices and researches that have constructed those ethnically-defined as none Swedes as a point of departure. From this springboard, the paper proceeds to raise questions and even discuss the need for challenging mainstream teachers’ talk, perceptions, constructions and practices tantamount to exclusionists’ discourse. Exclusionists’ discourse is a paradox in a democratic country with ‘education for all’ as a democratic social right. How then can a true and/or all inclusive discourse take over or become more embraced? To transform education and make it more inclusive, the paper argues that mainstream hegemonic practices in institutions of learning have to be interrogated, negotiated and renegotiated, rethought and if possible, reinvented. That all in positions of power in learning institutions, have to reflect, question and rethink on how they position others based on skin color, culture and gender and what the consequences of their actions (conscious or not, spoken and unspoken) are. Unless this reflexive rethinking or emancipatory project in each one takes place, learning spaces will not truly entertain, engage and wholly embrace an all inclusive discourse. If this is not done, “education for all” will remain as a democratic rhetorical and utopian ideal. A crucial question the paper finally raises but falls short of answering is; how can the emancipatory project be achieved and what means will be necessary and efficient in achieving this, and hopefully, leading to transformation at the micro-personal and later at the macro-institutional and societal levels?