This book addresses policies, practices and outcomes related to education equity in Sweden and England examining particularly the apparent inability of education reforms to deal with inequalities in the these countries. It focuses critically on a number of themes including: educational inequality and policy intervention; the conceptual and empirical links between education equity and poverty; issues of identity and transition for young people; and governance and school leadership in relation to social inclusion and equity. Authors highly experienced in their respective fields consider these important questions, reflecting on serious challenges to traditional notions of justice and equity. The chapters are largely based on qualitative empirical and policy research. This book is a product of collaboration between the Centre for Equity in Education at the University of Manchester Institute of Education and the Department of Education and Special Education Equity Group at Gothenburg University in Sweden.