This chapter critically examines the different conceptions and emerging paradigms in the discourse on inclusion in the context of education in India. The researcher interrogates the nature of inclusive education and argues for an epistemology that emerges from the paradoxes, diversity and disparities that characterise schools and classrooms in the Indian context. In doing so, the researcher scrutinises the emerging trends in education research and the ​‘new’ epistemology from the global North which attributes agency to the practitioner, the parent and the child to participate in the education discourse, shifting the equation of power in the construction of knowledge. In this chapter, she examines the connotations of these new, emerging trends for research, practice, and policy on inclusion for India. The chapter presents the tensions in arriving at conceptions of inclusive education and how that has impacted policy and its realisation in practice. The central thesis of the paper is constructed through a close examination of the different forms of marginalisation that characterise Indian classrooms, the situation of the disadvantaged child, the parent and the teacher in the context of education.