It is said that "diversity enriches our lives". Inclusion in education in education has become a strong slogan, and many countries have ratified declarations of creating a school system based on values of human rights, social justice and equal participation for all. Mutually an opposite `wave` can observed; the standard agenda seems to rule the terrain within and between nations. recreate and reproduce a point of view, based at one dimension, reductionism, empirism, and positivist thinking, which means status quo or regression rather than progress into a more sustainable society. A view of sustainability relates is thought to lead to ethical, empowered and fulfilled individuals. The communities are built on collaboration, participation an justice, and the practices values sustain biodiversity and ecological processes that support quality of living for the individual. A study is done in a broad paradigm of cross cultural research, by interviews of a small number of Norwegian and South African stakeholders within compulsory education. The main interest is to have a deeper understanding of the strength of values behind `school for all` or `inclusive school` thinking. The explorative approach to the enquiry hopefully will inform our understanding of some lines for the understanding of future possibilities of inclusive education.