The aim of this article is to analyse how good intentions in Education for Sustainable Development (ESD) discursively construct and maintain differences between "Us" and "Them". The empirical material consists of textbooks about sustainable development used in Swedish schools. An analysis of how "Us" and "Them" are constructed and maintained is done with help from critical race theory, whiteness studies and Popkewitz' notion of double gestures, exclusion through intentions of inclusion. The analysis departs from five dichotomies: tradition/civilisation, dirtiness/purity, chaos/order, ignorance/morality and helped/helping. We consider these dichotomies as cogwheels operating in an "Otherness machinery". Through this machinery, "We" are constructed as knowing, altruistic, conscious and good. The Other is simultaneously constructed as "uncivilised" or as a "bad" Other in need of higher moral standards. With help from these two Others, "Swedish exceptionalism" is formed. The ESD project could then be understood as a colonial and excluding project, and we ask how it is possible to avoid that 'our common world' only belong to "Us"?