I have different approaches to this contribution. My concerns as a teacher and a teacher educator are to discuss how we manage to organise for inclusion of the variety of children's mathematics. How do we organise for the mathematics to be included into their mathematics? A message from children about what they expect mathematics to be has impact on this complexity. Their voice is a voice of the culture and affects the position of "we". What impact has the authoritarian nature of the mathematics for our discussions about diversity and inclusion? [For complete proceedings, see ED489178]