This paper analyses a research developed at the University of Cantabria (Spain) committed to inclusive education, as it proposes a process of collaborative enquiry into relevant educational concepts related to attention to diversity. The work carried out by the university students (preservice teachers) resulted in the production of a dictionary constructed from several voices (informants). The study is qualitative and involves 4 university professors (they are also the researchers) and 70 students of the Education Degree. Here we present the results of the enquiry process into the concept of the 'yellow vest'. This project has been led by three preservice teachers with the participation of five six-year-old students, three tutors and two support specialists as informants. This enquiry project functions as the epitome of the training process and demonstrates how inclusion is a socially anchored process. The results highlight a number of factors that contribute to making teacher education inclusive: the agency of university students in their training process; recognition of the value of diverse voices in order to build legitimate knowledge; deliberative dialogue in inclusive education; the use of heterogeneous communicative languages.