The "education for inclusion" concept has made people more and more aware of the complex dimension of the inclusion/exclusion binomial. The lack of access to education, apart from being a violation of a human right, is the primary and most obvious form of exclusion. But, according to this author, there is also a symbolic exclusion, promoted through different cultural codes, that is based on other variables such as gender, race/ethnicity, social class, sexual orientation and identity, origin, and so on. The education systems of the twentieth century have homogenised, that is to say, they have not taken into account differences. They have not been able to understand or assume the multidimensionality of human beings. They have not understood yet that difference is what makes everyone equal. In this article, the author discusses the dimensions of the right to education for inclusion. She shares some ideas and reflections that have been developed by the Gender and Education Office (GEO) of ICAE. The purpose is to pose some questions and invite everyone to reflect on some concepts that the GEO is still trying to elaborate. The present context constantly pushes the GEO to act and find solutions and possible alternatives to problems and challenges, demanding their creativity and collective thinking. The author challenges educators, researchers, and activists who are concerned and interested in building a more just, equitable, inclusive world to participate in this reflection. (Contains 1 note.)