In India, most of the deliberations on social inclusion in higher education focus on enhancing the gross enrollment ratio (GER) among socially disadvantaged people. New colleges and universities are started in backward areas which are diagnosed with low GER and more deprived students get access to higher learning. A quantitative approach which merely focuses on increasing the number of students would not be sufficient in order to really effectuate an equitable society. A qualitative paradigm which addresses the content part of education too is necessary. Though the authorities enthusiastically work on renovating higher education, adequate attention is not given to reform the curricula in a representative/participatory manner. The article argues that the very concept of inclusive education is faulty and substitutes it with participatory education. Evoking Paulo Freire, the article sums up that authentic education is not carried on by "A" "for" "B" or by "A" "about" "B," but rather by "A" "with" "B."