In India, inclusivity in education can be seen as an expression of commitment to social justice. It reflects a deep commitment to the goals of universalisation of education promoted by world agencies such as UNESCO. However, pitched between the aspirational goals of achieving equity and social justice on one hand, and the economic imperative of a competitive market on the other, inclusivity in education seems an ever-elusive goal. Students' voices and all the cultural and experiential resources they hold, are marginalised in school, contributing to alienating students from school learning. The study on which this article reports sought to support teachers glean insights from participation in a "purposive" modelling activity, set in a Vygotskian dialectic frame of reference. The activity focused on how learning from students and their communities can be harnessed to engage students ontologically in class, to enhance students' agentive role in an inclusive learning environment. It is rooted in a "funds of knowledge" approach. The qualitative data for this ethnographically oriented study have been gathered from multiple sources over 2 years and analysed thematically. The findings show that modelling not only helped teacher learning and development of practice, but also familiarised teachers with issues of equity and inclusivity. Notably, by making teachers aware of the differentiated needs of all the students in the process of invoking their unique contribution to learning from their cultural locations. The insights are used to discuss the challenges posed for teachers in making their new learning part of their teaching practice.