[NB This is a request for a Joint Roundtable session between Network 4 and Network 7, for which precedence was established at a previous ECER. As there are interlocking themes between the two networks, it is envisaged that a joint session would lead to meaningful discussions.] Across much of Europe there is increasing public awareness and debate about human rights. Equally, there is a growing body of research that seeks to study the barriers to inclusion and social justice. Comparatively little attention, however, is being paid to joined up work that crosses dimensions of difference and that examines the complex ways in which children and young people become insiders or outsiders in specific communities. Nonetheless, understanding the multiple and intersecting indices of difference is essential for understanding the processes of inclusion (and exclusion) in educational settings including schools (Benjamin et al., 2003; Gillborn & Youdell, 1999; Cork, 2005). The purpose of this round table discussion is to share the various core discourses working across and between the diversities at the heart of inclusion and social justice agendas: disability, ethnicity, gender, sexuality and social class. The aim is identify any potential unifying concepts that might emerge from these different discourses and explore the extent to which they might genuinely address the intersection between indices of difference rather than taking an add-on approach.We will look particularly for more sophisticated and empowering alternatives to the 'trap' of notions of 'double [and treble, quadruple etc] disadvantage' (Morris, 1989). Nind and Seale focus on access as a dominant concept in the field of learning disability. They report on the outcomes of a seminar series that has explored what access means across professional and disciplinary boundaries and for people with learning disabilities themselves and they ask how notions of barriers, enablers, reciprocity, negotiation and risk-taking apply to other groups. Bhatti's (2003) focus on the presence or absence of 'instrumentalism' draws on the intersections of gender, ethnicity and social class in relation to accessing educational opportunities including widening participation. Bhopal looks more specifically at GypsyTraveller groups and concepts of the stranger/other and community cohesion. Clarke suggests that issues of voice might be common across research with these various marginalised groups. Drawing on work with lesbian, gay and bisexual youth and lesbian teachers on heterosexism and homophobia in schools (Clarke, 1998) she explores how spaces become sexualised and racialised and the credentials needed to cross terrains.The round table will start with opening presentations based on research using case study, life story, ethnography and other qualitative methods, highlighting the concepts used in, or emerging from, data analysis. We will go on to engage participants in shared questioning of the concepts that offer potential for common ground across diversities and across different European countries.Throughout the discussion we will attempt to get a better hold on various 'slippery notions'. The expected outcome is both shared understanding of common ground as well as insights into unique nuances of meaning. We hope that the round table will lead to stronger collaborations working towards theoretical development and emancipatory research.Benjamin, S., Nind, M. et al. (2003) Moments of inclusion and exclusion: pupils negotiating classroom contexts, British Journal of Sociology of Education, 24(5), pp.547-558.Bhatti, G. (2003) Social Justice and non-traditional participants in higher education: a tale of 'border crossing' instrumentalism and drift, in C. Vincent (ed.) Social Justice, Education and Identity. London: RoutledgeFalmer. Clarke, G (1998) Working Out: Lesbian Teachers and the Politics of (Dis)location, Journal of Lesbian Studies, 2 (4), pp.85-99. Cork.L. (2005) Supporting Black Pupils and Parents: understanding and improving home-school relation. London: RoutledgeFalmer. Gillborn, D. and Youdell B. (1999) Rationing Education: Policy Practice, Reform and Equit., Buckingham: Open University Press.Morris. J. (1989) Able Lives: Women's experiences of paralysis. London: Women's Press.