In this paper I present the outline of a follow-up to the EGSIE-project in a Swedish context. Education Governance and Social Integration and Exclusion (EGSIE) was an international project that focused education restructuring as two qualitatively different and complementary problematics - that of equity and that of knowledge. The project included several empirical studies including policy analyses, interviews with politicians and school actors, reanalyses of statistics, studies in the systems of reasons and surveys to students in the last year of compulsory education. In the Swedish context three different regions were studied - a rural disadvantaged area, an upper middle- class urban advantaged area and a segregated urban disadvantaged area.The forthcoming study is based on the empirical findings of the Swedish youth survey carried out in 1999. Capturing the increasing social segregation of the 1990: s the survey also showed that these students in general had positive and ambitious perspectives towards topics related to education and social inclusion and exclusion. Their attitudes could be described in terms of individualisation, a feature that indicates a possible interplay between their attitudes and aspects of the new educational governance; i.e. the importance of individual agency and the notion of school as a private good. One interesting result from the study was that the combination of optimism, high ambitions and stress on individual responsibility was most apparent among the most disadvantaged students of whom a vast majority left compulsory education with incomplete grades. In line with the equity problematic of the EGSIE-project the educational biographies of the respondents will be reconstructed and analysed through the logic of the welfare state; that is by an essentialist understanding of access, participation and representation in relation to the educational and social fields. What patterns concerning region, gender, ethnicity, class etc. can be found in the biographies of the respondents in this respect? Interviews with young people in the three regions will illuminate their biographical experiences in relation to education and social inclusion and exclusion understood in a dualistic framework in order to capture aspects of the historical and pedagogical process of individual and society. The knowledge problematic will be based on an anti-essentialist understanding that focuses the rules and standards of reason taken for granted in the equity problematic. Thus social inclusion and exclusion are here to be treated as the concept duplet "social inclusion/exclusion" aiming for an understanding of the difference that creates differences in biographies of young people. The biographies are regarded as stories that tell something about practices and beliefs. The specific logic of the biographies will be deconstructed as a way to establish meaning and legitimacy in a simultaneously theoretical and practical sense.A comprehensive aim with the follow-up is to hold on to the complementary and relational intentions of the EGSIE- project by recognizing a pluralistic notion of truth in order to gain knowledge about fundamental human questions of belonging and alienation in the modern society.