Global crises, in the form of inter-related natural and man-made disasters, have increased human and environmental vulnerability. These crises make democracy, the rule of law and human rights ever more important because they protect the most vulnerable. In this chapter, we answer the question: If we understand school as a space that should engage with democracy, the rule of law and human rights, and the ultimate goals of justice and peace, how might democracy and human rights be conceptualised as a purpose of education? Applying social dialogic inquiry informed by a philosophical and empirical analysis of democracy and human rights in educational contexts in Iceland, we suggest that narrow understandings of democracy, inclusion and human rights in contexts of education are essentially undemocratic and unjust. We argue that a deeper understanding of and engagement with democracy and human rights can challenge what we refer to as ‘schooling’ democracy and inclusion, and uncritical human rights education responses in the Icelandic formal school systemIcelandic formal school system. We conclude the chapter by acknowledging the importance of interdisciplinary, contextualised, theorised and reflexive dialogues to ensure education, and schooling, remain intrinsically educational—a process that engages with the social, the moral, the legal and the political to seek new possibilities and ways of being in the world and living actively together. The chapter contributes to new ways of thinking about the role and purpose of democracy and human rights in educationHuman rights in education in contexts of local injustices and global crises.