This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu's terms, "play seriously". This reorientation is in relation to three significant spaces--the ontological, the aesthetic and the epiphanic--and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge.