Abstract
This paper argues that educational strategies for social inclusion are based on a particular definition of social exclusion. The definition does not always take account of the complexities of exclusion and inclusion. The paper is based on the following publications (Preece 1999, 1999a, Preece and Houghton 2000).

It explores some paradoxes of definition between inclusion and exclusion and looks at some of the reasons why the topic is of current political interest.

It explores some more liberal arguments for learning amongst the socially excluded, but suggests that one reason for the failure of current strategies to address broader economic or social educational purposes is because the issue of difference is not adequately addressed in the curriculum or pedagogical approach. This position is exemplified through reference to a recently completed action research project with adults who might be regarded, in educational terms, as socially excluded.