Background/Context: Having brought together scholars to consider inclusive education within both their own and others' disciplines, research perspectives, and agendas, the content of this concluding article reflects on what these contributions say--individually and collectively--about inclusive education. Furthermore, the authors critically consider what all of this says to and means for educational scholarship, schooling, and society at large. Purpose: The authors foreground ways in which interdisciplinary conversations among critical scholars illustrate how potential alliances can be developed through shared concern about widespread injustices within education systems. First, the writings of scholars featured within this special issue of TCR are analyzed with a particular focus on convergences of ideas and disciplinary-specific interanimations reflected in a variety of fields, including disability studies, critical race studies, queer studies, and feminist studies. Second, the authors pose notions of exclusivity justified by the prevalent rhetoric of neoliberalism as a shared concern. Third, opposing vignettes are offered to illustrate how discourses of neoliberalism and inclusivity are performed in classrooms. The article closes with suggestions for building alliances within institutions of higher education. Research Design: Analytic essay. Conclusion: The authors urge the academy to continue the conversation begun in this special issue, with the hope of further cultivating interdisciplinary alliances united in their common desire to work toward equity in education.