The aim of this symposium is to examine advances in the conceptualisation of learning in multicultural communities. The presenters will provide an overview of a series of inter-linked empirical investigations, which have been developed by  their research groups, over the last decade, as a response to the challenge of understanding learning in multicultural communities. The implications of successful schooling of children and young people from diverse ethno-cultural backgrounds are profound for their own well being and socio-economic development of societies. For educational research to inform practices that promote successful development of learning potentials in the multicultural school, there is a need for systematic research focusing both on the specific experiences of local communities and on comparative perspectives across communities and countries. This is an area that certainly needs far more investment. So far the empirical work to be presented has focused on the communities- country level. On the theoretical level conferences like EARLI, in particular since Padova (2005), have provided a forum for cross-country debate.  The research groups presenting have carried out studies in  different countries (Netherlands, UK, Spain and US), which have in common  unprecedendent levels of migration, which are drastically changing the ethno-cultural composition of their schools.

The programmes of research reported share a socio-cultural focus, i.e., an emphasis on investigating experiences, listening to the voices and accounts, of those engaged in multicultural learning communities: learners, teachers and parents. The concept experience is broad (and interpretative), and, for example, includes investigations on learners’ experiences of their schooling in mainstream and community schools (Cline et al.), on social interactions, engagement, and negotiation of learning in classrooms (De  Haan & Elbers, Gorgorio), on the experience of transitions between home and school cultures (Cline et. al., Civil, De Haan & Elbers, Gorgorio), and how educators can build on these experiences to develop school practices that are more engaging and promote access and equity in multicultural education (Civil, Gorgorio). Building on empirical findings the authors will elaborate their theoretical perspectives (what are the processes underlying learning in multicultural communities: interaction between learning and identity construction; social representations, funds of knowledge, nature of social interactions, etc...). They will also discuss the implications of these conceptualisations for the advance of research and educational practices.