In this article, we elucidate the complexities involved in serving economically disadvantaged culturally and linguistically diverse students with disabilities in inclusive settings. Moreover, we illustrate how cultural-historical activity theory can be used to study inclusion more substantively and to identify modes of discourse that might lead to more efficacious outcomes for culturally and linguistically diverse learners and their teachers. Throughout this discussion, we focus on ethics, power, privilege and how these concepts must be considered broadly and continually in order to promulgate more equitable and effective inclusive education practices. In addition, we provide implications for future practice, teacher education, and research,
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