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Education systems are made up of individuals, groups, identities, cultures, institutions, discourses, networks, histories, relationships, and so on. In other words, educational systems are complex. Enter into this complexity the issue of inclusion from/for a heterogenous society and how these complex systems can be designed andspecifically for our purposesanalysed. In this article, we propose a new conceptual framework for assisting in the understanding of inclusion in complex educational systems: Complex Educational Systems Analysis (CESA), and its visual representation via the CESA Cube (CESA 3). At the very heart of CESA is the question of educational purpose. Why school? What is education for? These questions have direct implications in how we understand educational systems and, indeed, how we understand inclusion within these systems.

The Himalayan country of Bhutan has witnessed monumental social and cultural changes in only the last fifty years with the implementation and institutionalization of mass secular schooling. This “modern” schooling has also served to newly sort, produce, and construct “disabled” persons. Through a year of ethnographic fieldwork, I explored this construction of disability through the institution of schooling and have organized these observations into four forms: physical, pedagogical, curricular, and linguistic.