Including all: the contribution of a diverse research community

This article explores the tensions within inclusive education and emphasizes the research community’s responsibility to enhance the understanding and practical application of inclusive practices. It highlights the challenges the researchers face when navigating diverse scientific disciplines, often leading to entrenched policies that overlook varied epistemologies. We aim to display and open for scrutiny current and ongoing social epistemologies in research on inclusive education that can be achieved through a diverse research environment in the field of inclusive education, and its attempt to recognize and accommodate diverse epistemologies within research on inclusive education. Utilizing Bacchi’s comparative policy analysis, we analyse researchers’ interpretations of inclusion and its implications. The article concludes by advocating for a broader embrace of theoretical diversity and a more nuanced, lived understanding of inclusion, challenging prevailing monocultural interpretations.