This second Palgrave companion text to International Perspectives on Exclusionary Pressures in Education (Done & Knowler, 2023) provides further case studies of specific national contexts, documenting both the overt and more insidious policies, discourses and practices that inhibit the full and meaningful participation of particular demographics in purportedly inclusive education systems. Contributors were invited to consider how such exclusionary pressures might be challenged through analysis, policy change, pedagogy, advocacy, and praxis. The chapters evidence a broad understanding of inclusive education or in/exclusion, charting, for example, trends in research in the field, persistent and pernicious historical discourses, and recent pedagogic developments. This book is intended for an international audience and for teacher educators and students, but also practitioners and advocates seeking informed accounts of key issues in education, particularly those related to the politics of difference and in/exclusion. It includes a chapter on conflict as an exclusionary pressure that considers how particular intersections may be marginalised in post-conflict scenarios.