In their call for proposals for this themed issue, the editors maintain that higher education institutions should graduate future P-12 teachers who think globally, have international experience, demonstrate foreign language competence, and are able to incorporate a global dimension into their teaching. In contrast, the authors argue that future educators should be inclusive educators who use teaching strategies that are inclusive of all students, think globally, and include global dimensions in their teaching. Inclusive educators honor the diverse cultural, linguistic, physical, mental, and cognitive complexities of their students. They argue that a focus on teaching for social justice is where global education, special education, and disability studies converge. They assert that this begins with teaching respect for those who are different within one's own environment--tolerance from the inside out, and they believe that it is only when convergence among global education, special education, and disability studies is forged that true respect may emerge. Students must experience tolerance in their own lives in order to teach respect. To do this, teachers must both model tolerance and respect and give students real opportunities to be in what Schon (1990) calls the "murky swamp" of decision making in which they examine their own beliefs and choose respect as the best action. In this paper, they examine the questions: who are the teachers and students? What are their images of diversity? Then they describe the convergence of global education, inclusive education, and disability studies. Next they explore what it means to teach for social justice. From this stance, they describe several teaching strategies that teacher educators can use for creating permeable boundaries. (Contains 1 figure.)