This volume demonstrates many of the complex paradoxes that continue to emerge in the field of inclusive education as various countries work to create transformations in policy and practice. While each country covered expresses a commitment to the United Nations’ goals for inclusive education, it is perhaps unsurprising that the various approaches reveal no solid consensus about the way forward. What the diverse chapters demonstrate, however, is the importance of the work being done in each specific locale by particular cultures and groups. These engagements could be seen as providing an alternative to the quest for a universal notion of inclusive education, given that any such grand notion is likely to be steeped in the assumptions of dominant global views. The creative diversity within the various approaches offer a range of possibilities that could be fruitful in international efforts to counter the exclusions currently disrupting the world.