This article presents the author's review of three books: (1) "The irregular school: exclusion, schooling and inclusive education," by Roger Slee; (2) "Confronting obstacles to inclusion: international responses to developing inclusive education," edited by Richard Rose; and (3) ""Hanging in with the kids" in tough times: engagement in contexts of educational disadvantage in the relational school," by John Smyth, Barry Down and Peter McInerney. All three books reviewed here implicitly or explicitly address humanity, human differences or being human in one way or another. The author contends that this may be why two of the three books highlight Martha Nussbaum's works, and suggests a level of understanding and enquiry that goes beyond the school and to thinking about inclusion as a broader political and ethical project. What is also apparent in all three books is an engagement with community, relationality, care and ethics. The books together are a global picture and are all presented differently. They are calling for a more creative and encouraging space for children and young people to learn in. In addition, education of all children and young people needs reform globally. All three books demand care and trust where educational leadership is inspirational and student voice is heard.