This roundtable seeks to explore our understandings of inequalities in education and the dynamics between inequalities in the economic, cultural, political and affective contexts in which we live (Baker, Lynch, Cantillon and Walsh 2004). It will use a conversational dialogic approach to open up debate and to invite cross- disciplinary explorations of inequality and education. Using this method, it hopes to extend our perspectives and understandings of the dynamics of inequality in education and perhaps to offer some insights from recent empirical work. This approach may also allow us to deconstruct the language that surrounds educational inequality. Because those working in education come from different disciplinary backgrounds and, as a consequence, operate out of different domain assumptions, they do not always share the same understandings of the meaning of language used. This can result in the shared use of terms such as 'educational disadvantage' which are loaded with different meanings and underpinned by very different assumptions. Cross- disciplinary dialogue and a willingness to confront assumptions can result in a greater opportunity for those committed to tackling educational inequalities to successfully address them. Formal education may undermine social equality in three ways: " By reinforcing attitudes and norms of behaviour based on compliance and acceptance of social inequality and discrimination. (Lynch and Lodge 2002); " Favouring those with privileged access to economic, cultural and social capital; " Not recognizing/respecting/validating the specific cultural, tacit and emotional resources to which students, families and communities have access. Social capital has emerged as an important concept and term across a number of disciplines. Its genesis is linked to work by John Dewey on the role of sympathy in education as well as the pioneering work of Lyda Hanifan (1916) in developing community education. More recently, Pierre Bourdieu and James Coleman have taken up the term - each in their own way. Bourdieu spoke of the 'fungibility' of economic, cultural and social capital in the context of strategizing behaviour on the part of families and social groups. Empirical work by a range of social researchers suggests that 'social capital' can enhance the quality of learning experience. However, there is no single definition, understanding or measure of social capital. Some types of social connection and norm-sharing may inhibit innovation and critical inquiry. More recently, the term 'emotional capital' has entered the lexicon of 'capitals' (Nowotny 1981, Allatt 1993, Reay 2000). This is significant as it explicitly acknowledges the centrality of emotions, and their management, as forms of resourcefulness, communication and moral engagement in fostering inter-personal relationships (Nussbaum 2001, Sayer 2004). It gives explicit recognition to the affective context of life and its relation to education, and to the efforts that are required to maintain emotional well being. These are efforts that are fundamental, unavoidable and have heretofore been assumed, and largely carried out by mothers and women regardless of their positionings in society and the costs to their own wellbeing. Unequal distributions of caring and emotional solidarity can have a powerful impact on participation in learning and, ultimately, society. What are the practical implications of addressing inequality of access and recognition in relation to various capitals? Does the debate about the future objectives of education in a European Union context need to be widened? The discussion will highlight the role of intangible resources and the efforts to activate these in learning communities, and networks. The proposed roundtable discussion is aimed at: " Clarifying the notions of 'capital', 'resources' in the context of inequality of access to, and recognition of, various types of 'capital'. " Suggest useful lines of further research and inquiry to enhance the quality of learning experience through more effective respect, recognition and development of intangible capital.