Social and cultural inclusion and a sense of ‘belonging’ (Yuval-Davis, 2011) are vital aspects of creating social sustainability in educational settings on all levels, including creating ‘caring communities’ (Raivio et al, 2022) where education is inclusive and just also with regard to religions and worldviews. Here we wish to present and discuss the ongoing project “The Place of Religion and Worldviews in Swedish Preschool Teacher Education (PTE)”, and its possible methodological pitfalls and possibilities. The overarching objective of the project is to enhance intercultural awareness and competence in Swedish PTEs, with the means for developing Religion and Worldview (R&W) literacy (Shaw, 2020) in both teachers and students. The research problem is what norms regarding religion and worldviews are produced in Swedish PTE – and how these can be understood to matter in the discursive construction of a socially sustainable PTE, a preschool teacher-student, and preschool teacher professionalism. This will be answered by analyzing course plans and teaching documents, as well as data from interviewing teacher educators and essays from students. A combination of CDA (Fairclough, 2001; Wodak & Mayer, 2021) and content analysis will be used, more specifically what Raivio (2014) describes as intersectional subject-oriented narratological and semiotic analysis, and a theoretical tool based on critical pedagogy, black feminist and postcolonial theory (hooks, 2003; Spivak, [1987] 2006; Yuval-Davis, 2006; powell, 2012) and feminist ethics of care (Langford & White, 2019; Noddings, 2013) will be used for analyzing and discussing discursive elements of ‘othering’ and ‘belonging’.