Inclusive education is an international paradigm: "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" is the fourth goal of the Sustainable Development Goals of the United Nations. At the same time, schools are continuously challenged to develop further. In the section of inclusion and school development, we fundamentally address the question of how inclusive structures in education can be developed in a dialectical relationship between global norms and local practice, and how the programmatic claim of maximum participation and minimum discrimination is processed regionally and in everyday school life. Central to both research and teaching is a focus on the complex spaces of possibility in the multi-level system of education, within which actors in everyday interactions repeatedly produce and both stabilize and change a specific school order and the mechanisms of inclusion and exclusion embedded in it.
