Human Rights-Based Education—Inclusive and “Appropriate”?

Based on data collected over the last decade, this chapter reflects questions which arose during research trips to Canada from Europe. The paper tells some stories about what we saw and tries to figure out what could be their base: From our European perspective Canada's Inclusive Education seems to have growing tendencies to an agenda based on a behaviouristic understanding how “good Canadian citizens” have to be and to behave “appropriately.” Thus, we see a tension to the basics of an understanding of inclusive education which promotes diversity and inclusion.