Thinking about the concept of Inclusive Education on an inter- & transnational level one might get the impression that Inclusive Education is a global agenda shaped by guidelines like the UN-Convention on the Rights of Person with Disabilities or Agenda 2030. No matter what: Inclusive Education is important and relevant for several reasons. However, what is even more important is to look behind this seemingly global agenda by asking ourselves Goffman’s questions: What the hell is going on here? What we are about to recognize is the following: Inclusive Education is a (de-)colonization project (Muthukrishna & Engelbrecht 2018), Inclusive Education is a globalization product (Artiles & Dyson 2005) & Inclusive Education can be seen as a form of (‘western’) cultural imperialism (Haskell 1998). Inclusion is a ‘slippery concept’ (Booth 1995), as well as education is a super-normative concept. What is combining both of these concepts, however, is its contextualization in power dynamics, what is inevitably leading to the point of Knowledge (In-)Equality: Who is why and how navigating through the Inclusive Education discourse? How are dynamics and structures being perpetuated? It’s on scientific research to take up those questions by open up ones research designs, data, privileges, and so on. Only if Science is getting & working ‘open’ we are able to discuss this topic on behalf of social justice & knowledge equality. By referring to my own research project on Inclusive Education in rural communities in Ghana we will see what it means to think Open Science together with Knowledge (In-)Equality: no more and no less than the questions of our time.