ABSTRACT
Here, we begin to address inclusion through the question of capacity, trust, and meaning as applied to the model. I begin the chapter by presenting the state of the field of inclusion and the difficulties therein. I present an ideal whose realisation has fallen to beleaguered teachers in systems unsupportive of inclusive practices. And I present contradictory forces at play in schooling places, including in the revival of Dewey’s Experience in Education. Critiquing what is, I draw from principles developed in the book to approach what might be; that is, if we consider inclusion in relational psychoanalytic terms – the need for the subject – other to survive beyond our internal – object construals. I close with Jean-Luc Nancy’s invocation of community as “nothing more than being with.”
