Creating Permeable Boundaries: Teaching and Learning for Social Justice in a Global Society

that future educators should be inclusive educators who use teaching strategies that are inclusive of all students, think globally, and include global dimen-sions in their teaching. Inclusive educators honor the diverse cultural, linguistic, physical, mental, and cognitive complexities of their students. We argue that a focus on teaching for social justice is where global education, special education, and disability studies converge. We assert that this begins with teaching respect for those who are different within one’s own environment—tolerance from the inside out, and we believe that it is only when convergence among global education, special education, and disability studies is forged that true respect may emerge. Students must experience tolerance in their own lives in order to teach respect. To do this, teachers must both model tolerance and respect and give students real opportunities to b