ABSTRACT
This chapter explores a wider perspective on inclusion in K-12, moving beyond special educational needs. Value tensions in multicultural education are explored. The potential for culturally responsive pedagogy in responding to cultural diversity are considered, with a specific exploration of the Funds of Knowledge (FoK) approach. The potential for an innovative social realist perspective on FoK to open up a space to reconfigure inclusion in educational contexts as a process of negotiation based on local understandings of culture and knowledge is explored.
