This article was initiated by our discomfort regarding recent policy developments in Nordic early childhood education (ECE) where previous decades' policies on creating solidarity, equality and universal access to social welfare and promoting democratic participation are seemingly waning. While from a global perspective, these policies might seem inclusive and democratic, if understood within the context of Nordic policy frames and broader policy changes in Sweden and Denmark, their undemocratic coercive moves and racist undertones become visible. By focusing on the intersections of language and place in selected policies, we respond to the questions: 'what is the problem represented to be' and 'what are the solutions offered?' (Bacchi, 2012). We argue for the urgency of further research as the identified policy shifts indicate the prevalence of a more virulent form of nationalism in the Nordic ECE space threatening its Nordic democratic values.