International research has revealed that migration is growing all over the world, which means that the diversity among students regarding language, culture and religion is becoming greater in the schools. The research introduced here is a part of a larger research project from four Nordic countries. It is grounded in the ideals of democracy, social justice and inclusion. The main objective of the project is to draw lessons from success stories of individual immigrant students in compulsory schools, to identify and describe the aspirations and experiences of those who have been successful academically and socially. Key research questions are:

• What learning environments and practices seem to be instrumental in the participation and success in schools and society of young people of immigrant backgrounds?
• How do students describe their situation, motivations and obstacles?

By focusing on the academic and social success of individual students of immigrant background, and of school practices that serve them well, we aim to highlight the learning spaces and practices that have rendered them successful in school.

The project’s main theoretical focus is critical multiculturalism, a field that has examined many challenges in modern societies, such as the cultural rights of minority groups and educational development (May & Sleeter, 2010; Parekh, 2006). Critical education and pedagogy emphasize the importance of human intervention in transforming education, critical reflection and constructing ideological and institutional conditions of empowerment for students (Giroux, 2009; McLaren, 2009; Freire, 2005).

Two key concepts underpinning the research project are inclusion and learning spaces. Inclusive education builds on the vision of, and the hope for, better schooling for all. Today the term inclusion is used much more broadly and for a wider range of students than it was originally. The goal is to reduce segregation that excludes minorities or that groups people by gender, social class, disability, nationality, family background or learning abilities (Ainscow, 2007). Participation, community and equality are important and serve as a guiding light for decision making for teaching and learning (Artiles, Kozleski, & Waitoller, 2011; Booth, Nes & Strömstad, 2003; Loreman, Deppeler & Harvey, 2005; Salend, 2001). Integration and accessibility at school is not enough, schooling means that all students have opportunities to receive education that matters in their lives and therefore it is important that all students receive the support they need to become successful. Inclusive education develops in an environment that offers learning community and equivalent opportunities aimed at learning for all students, social participation and personal development (UNESCO, 2008).

Many learning spaces can be developed within a school and in each classroom these spaces can be created or opened up both by teachers and students. Learning spaces can be found in and outside schools. The concept of learning spaces allows us to explore how the issues of social justice, equality, democracy, and human rights are embedded in the learning process (Banks, 2007). Thus, more than environments, spaces of learning suggest social contexts, networks and resources that encourage, develop and nurture learning that supports students to become agents of their lifelong learning and active participants in society.

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