The national imaginary of Norway as a global champion of democracy and social welfare has served well to market its image as exceptional both nationally and internationally. Norwegian national exceptionalism is also deeply embedded within the educational system, and manifests in the production of knowledge and social identities. Despite the country's exalted self-image and stated intentions for education to foster human dignity, equality and solidarity, Norwegian educational institutions continue to support the reproduction of colonial structures that naturalize racism, epistemic violence and exploitative capitalist economic structures. In this article, the authors argue that discourses of exceptionalism may have the effect of absolving educational institutions of their pedagogical responsibilities to denaturalize and disrupt unjust social relations. This article draws on interviews and observations of student teachers, and classrooms conversations.