The purpose of this book is to understand the ways that teachers' engagement with schooling contexts produces forms of inclusive practice that are varied, unpredictable and shifting. Our purpose is not to critique these teachers, nor to hold them up somehow as exemplary inclusive educators.

Teachers are increasingly challenged by dilemmas of practice as they negotiate their commitments to equity for students from historically marginalized communities, including students with disabilities, against the demands of their school settings. This book seeks to understand the ways in which teachers¿ engagements with their schooling contexts evoke varied forms of inclusive practice. It narrates the experiences of seven novice teachers who entered the field deeply committed to inclusive practice. It documents their conflicts, joys and struggles within the collectivities in which they were embedded. In doing thus, the book discloses the many unpredictable trajectories of practice that encompass the complex work of teaching for inclusion.