This paper explores the significance of the construction of the idea of interculturality as agency in the complex context of 1) the educational discourse, 2) social participation and 3) intercultural dialogue. It is suggested that the modernisation of the fields of education suffers from certain confusion due to flaws in the conceptual frameworks behind these processes.   The European Commission’s agenda for modernisation of higher education (Bologna & Lisbon) is taken as examples of the construction of intercultural understanding, based on respect and dialogue primary among neighbouring countries, thus leaving out questions of both otherness, intersubjectivity and existential development as well as processes of exchange and development. Instead, the aims of this process of modernisation are especially focused on economic growth, individual competences and active citizenship, - presupposing, however not reflected, constitutional structures of the nation state and individuality.   This paper will explore these issues by taking its lead from F. Dallmayr's analysis of Global democracy in the context of radical negativity, sunyata, as a perspective both for individual and for democratic participation. This will be further applied as a perspective for modern education, reflecting the question of how interculturality, based on concepts of transformation and negativity, can work as agency in education for global or intercultural democracy. Possible area of focus: 1. The relation between intercultural education and the narration of nation states.