The experience of immigrants and ethnic minorities in post-war Europe represents a significant silence in the history of education in Europe. Published research in the field on this theme is negligible in quantity, and is largely restricted to brief and narrative descriptions of policy changes that are organised around concepts of assimilation, cultural pluralism or integration. The paper argues that these accounts stymie our understanding of the importance of education for immigrants and their children.   The paper argues for a broad definition of education and one which encompasses all the learning activities undertaken by migrants and their children. The paper conceptualises diverse sites and mediums of learning as part of a process of coming to terms with the process of migration and the experience of life as a minority group.   The educational agency of immigrant and minority groups is evidenced through case studies from the United Kingdom, France and Germany. Though the level of detail offered is variable the paper presents enough evidence to suggest that in post war Europe immigrant and minority communities were interested and engaged in historical research, debate and discussion. The paper ends with a call for a future research agenda that is both collaborative and comparative.   The author suggested the following areas of focus: 1. The relation between intercultural education and the narration of nation states. 3. Social justice and intercultural education. 2. The intercultural as agent.